Après School - Ripley Court SchoolOfsted report card, 24 Sept 2026

Après School - Ripley Court School

Unique reference number (URN): 2855967 Address: Ripley Court School, Rose Lane, Ripley, Woking, GU23 6NE Type: Childcare on non-domestic premises Registered with Ofsted: 09/09/2025 Registers: EYR, CCR, VCR Registered person: Après School Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have created a calm and well-organised club for children to attend. Staff consistently embed the well-established routines. Staff build highly positive relationships with children and help them understand their emotions if they become a little unsettled. This helps children feel safe and secure.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff set high expectations for children's behaviour and children consistently meet these expectations. They use the children's interests to plan an engaging environment for them to play in. For example, children thoroughly enjoy taking part in the art competition. They talk with joy about their pictures that are on display. Staff use plenty of praise for children and, if needed, gently remind children of the rules. Children listen very well to the staff and understand the routines of the club. Staff use simple rewards, such as sticker charts, to further children's positive attitudes. Children are keen to show their parents their achievements.

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Behaviour, attitudes and establishing routines Strong standard

Leaders work with the host school and parents to ensure children that attend other clubs at the school are dropped off at the agreed times. Clear policies and procedures are understood by staff and shared with parents. This helps children stay safe as they move between various experiences after school.

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Children's welfare and wellbeing Expected standard

Leaders and staff place children's welfare and wellbeing at the heart of the club. They take the time to get to know the families and the children that attend. This helps them plan for the interests of the children that attend. Staff are kind and nurturing in their interactions. This supports children to feel confident and have a sense of belonging in the environment. Staff generally engage well in children's play. However, sometimes, they tend to focus more on tidying away resources. As a result, they do not consistently extend children's play. Sometimes children have fewer opportunities to develop their imagination.

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Children's welfare and wellbeing Expected standard

Leaders use the consistently well-embedded routines to help children learn about healthy life styles. Staff ensure that children are provided with healthy snacks. Staff help children recall the rules around mealtimes, such as sitting eating at the table. They emphasise the importance of not sharing foods. This helps children to learn to keep themselves safe.

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Children's welfare and wellbeing Expected standard

Staff are skilful at helping children develop their understanding of emotions. For example, as children colour pictures, they talk about the different faces and how the character may feel. This helps children to talk about various feelings and relate them to how they may feel.

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Inclusion Expected standard

Leaders generally promote an inclusive club for all children to attend, including children who may face barriers to their play. Typically, leaders have effective arrangements to identify and respond to children's individual needs. They gather relevant information from parents and carers, when children start at the club. This helps them typically to make any adaptions that children would benefit from. Although staff understand the importance of working with other professionals, they have not yet considered how to gather information for new starters at the club, in particular to support children who speak English as an additional language. This means that children do not consistently benefit from a joined-up approach to support their individual needs.

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Inclusion Expected standard

Leaders have recently completed training to develop their understanding of how to support children with special educational needs and/or disabilities. For instance, they are planning to introduce more visual prompts within the setting. Leaders are secure in their knowledge of how to allocate any additional funding to support children's needs. For example, leaders consider any training or resources that may strengthen children's learning and development.

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Leadership and governance Expected standard

Leaders are committed to providing a fun and inclusive club for all children to attend. They place a high priority on supporting staff wellbeing. Staff report that they feel well supported in their role and appreciate the training. For example, staff have attended training on supporting children with special educational needs and/or disabilities. This has helped develop their understanding further. Leaders generally identify areas to develop, which includes raising the quality of staff interactions so that it is consistent for all children. This is in its infancy and not yet fully effective. As a result, some staff do not receive precise guidance to develop their playwork skills with children to maintain consistently high-quality interactions to further children's imaginations within their play.

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Leadership and governance Expected standard

Partnerships with parents and the host school are a strength of the club. Staff keep parents informed about their child's experiences at the club through daily discussions. Parents particularly comment on how their children enjoy their time at the club and ask to stay to finish their activities before they go home.

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Leadership and governance Expected standard

Attendance is promoted through clear and consistent communication with parents and carers, if children do not attend the staff ensure that this is promptly followed up when children are absent from the club. This helps keep children safe.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are settled at this calm and relaxed club. They know the routines of the club very well. Children confidently place their belongings away and settle into their chosen play. For example, children develop their imaginations as they create their own pictures using rainbow pencils. Children demonstrate they feel safe and secure as they talk excitedly about their school day.

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What it's like to be a child at this setting

Children thrive with pride as they talk about their pictures that are displayed on the art wall. This gives children a real sense of pride and belonging in the club. Children often invite staff

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About this setting

Unique reference number (URN): 2855967 into their play activities. Children generally develop their role play and imagination as they make their friends pretend plates of food and ice cream with sprinkles. Children learn how to keep themselves safe as they wear an oven glove for their 'hot' food.

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About this setting

Children build and concentrate as they build vehicles with magnetic blocks. Children push the vehicles they have constructed around the room and younger children kindly push in chairs for them to this. Children of all ages play harmoniously together. They seamlessly take turns as they play and benefit from the well-established and consistent routines in the club.

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About this setting

Children develop their physical skills as they swing their arms and relate this to different exercises, they become the instructor as the fun staff take part in their games. This helps children develop their coordination and large-muscle groups. Children know to wash their hands before they come into the club and before mealtimes. They make healthy choices and talk about the benefit of the various foods they are offered. This helps children develop their healthy habits.

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Next steps

Leaders should provide targeted professional development opportunities to develop staff confidence in extending children's play ideas. Leaders should continue to develop partnerships with other professionals, so that children who may face a barriers to their play benefit from a consistent approach to meet their individual needs.

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About this inspection

The inspector spoke with leaders, staff, children and parents during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Address:

Ripley Court School Rose Lane, Ripley Woking GU23 6NE

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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