Joe's ClubOfsted report card, 22 Sept 2026

Joe's Club

Unique reference number (URN): 2831280 Address: Abbeyfield The Dales, Fern House, Fernbank Drive, Bingley, BD16 4FA Type: Childcare on non-domestic premises Registered with Ofsted: 29/03/2025 Registers: EYR, CCR, VCR Registered person: Joe's Club Ltd

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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 Expected standard

Children are greeted warmly by staff as they are collected from school. They happily put on their high-visibility jackets and walk sensibly with their partner on the 'Joe's Club walking train'. Staff supervise children carefully, supporting them to transition safely from school to the setting. As a result, all children show self-awareness and maturity. Children eagerly arrive and put their belongings away. Clear, well-established routines help them settle quickly and confidently. Staff prepare activities in advance based on children's interests. This enables all children, including those with special educational needs and/or disabilities and those with barriers to their learning, to engage positively in a wide range of activities.

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Behaviour, attitudes and establishing routines Expected standard

Staff build secure, trusting relationships with children. They support them to understand and manage their emotions through sensitive conversations and positive role modelling. Consequently, children understand the setting's expectations, regulate their emotions and typically demonstrate excellent behaviour. On the occasional instance, where children forget to walk carefully when inside the setting, staff offer gentle reminders in a calm manner and children respond appropriately. Staff use praise effectively and children are eager to please. Parents and carers comment on 'great relationships' with staff, who promote children's positive behaviour, confidence and independence. Staff's warm communication with families supports children's attendance. This helps them benefit fully from all the setting has to offer, before and after school.

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Children's welfare and wellbeing Expected standard

Leaders and staff have created a safe and welcoming space, where staff check in with children and are attentive to their needs and feelings. Children know that staff will listen and respond to their needs. This helps children feel valued as part of the club's community. Children typically have opportunities to develop their independence and self-confidence. Staff promote positive relationships between older and younger children through a buddy system. For example, younger children enjoy playing with the small-world figures with an older 'buddy'.

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Children's welfare and wellbeing Expected standard

Staff promote the importance of hygiene routines, including washing hands before food. They closely supervise snack times, remind children to sit when eating and explain why this is important. Children enjoy the healthy food provided. However, staff do not always ensure drinks are healthy or use opportunities to discuss healthy and unhealthy choices. As a result, children do not consistently build on their knowledge of how to support their physical and oral health. During snack time, children use their manners and develop social skills.

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Children's welfare and wellbeing Expected standard

Children have daily access to the outside space and quieter areas. They enjoy relaxing outside in the courtyard surrounded by nature. This helps them to appreciate the natural world, recognise their emotions and begin to self-regulate. Children experience purposeful play and activities that promote turn-taking. As a result, children enjoy interacting with friends and adults and develop positive relationships and social skills.

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Inclusion Expected standard

Staff provide settling-in sessions to support children when they first attend. They offer extra sessions to children, who may initially find it difficult to adapt to the environment. This means children's individual needs are considered as they transition into the setting. Staff take time to know each child's individual needs and carefully select resources based on their interests. Staff promote inclusive practice well, work effectively as a team and communicate continually. Staff identify children's emerging needs and develop strategies to meet them. For example, children with special educational needs and/or disabilities walk with the same member of staff to provide consistency.

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Inclusion Expected standard

Typically high expectations for all children underpin an inclusive atmosphere, where children's needs are generally well met. Staff respond effectively and reduce barriers to children's development and wellbeing. For example, staff sensitively check in with children on the way back from school. They interact with care and understanding, when children appear quieter than usual or are harder to reach. This ensures all children are typically included and supported. Leaders have developed professional relationships with local schools and families and seek advice from external agencies where necessary. This supports continuity of care and helps staff adapt practice to support children's emerging needs.

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Leadership and governance Expected standard

Leaders typically have clear oversight of the club. They have an effective staff team, who demonstrate their commitment to children and their families. Staff feel valued and are dedicated to their roles. They have daily discussions to share updates and discuss children's needs. Staff also have opportunities to develop their knowledge and skills. As a result, children are supported by experienced, knowledgeable and caring adults.

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Leadership and governance Expected standard

Leaders gather regular feedback from children and families to identify what is working well and some areas for development. Parents and carers are overwhelmingly positive about their children's experiences. They are typically pleased with the quality of care and provision. However, leaders do not consistently use parental partnerships to promote children's healthy development. Consequently, children do not benefit from consistent approaches between home and the club to support their health and wellbeing, particularly their oral health.

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Leadership and governance Expected standard

Overall, leaders make decisions based on children's best interests. Communication with school staff and with parents is generally effective. As a result, children transition seamlessly from home or school into the club and settle quickly into activities. Leaders have developed positive relationships within the community. For example, children sing carols to the residents of a local care home at Christmas. Residents give children a daily wave as they pass by on their way to the club. This helps children develop a sense of belonging within the community.

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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 happily arrive at the club and are settled and well cared for. They independently put away their belongings and enthusiastically tell staff about their school day. Children engage confidently in a variety of activities that reflect their interests. For example, children play with the vehicles and road mat. They show an interest in the different types of vehicles and occupations. Staff support this through discussions about different jobs and together they explore topics, such as recycling. As a result, children are curious and develop an understanding of the world around them.

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Inspector:

Clare Waddington Children are physically active. They enjoy a short walk from their school to the club and take part in garden games, such as skipping and bowling. Leaders ensure that children who prefer a quieter space have access to calm areas, both inside and outside. They adapt the environment to suit the needs of all children. This ensures that children, including those who face barriers to their wellbeing and engagement, feel safe and secure throughout their time at the club. Leaders promote attendance, supporting children to quickly understand the expectations and routines. This helps children to develop security, supporting their emotional wellbeing.

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Inspector:

Children are placed at the heart of this setting. They confidently explore the environment and eagerly seek out their peers and staff to join their play. Children become absorbed in activities and remain engaged and focused, with staff supporting them well. For example, children draw pictures and use scissors to cut them out, while talking to an adult about their likes and dislikes. Younger children look to older ones as role models and they play collaboratively. They enjoy playing traditional games, such as snakes and ladders and 4-in- a-row. They wait patiently, take turns and play cooperatively. Consequently, children develop positive social skills and relationships between staff and children are warm, trusting and secure. Parents and carers praise the safe, inclusive and happy environment, where their children thrive.

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Next steps

Leaders should continue to promote healthy lifestyles through daily experiences, so that children make healthy choices about food and drink and further develop positive habits that support their wellbeing. Leaders should continue to strengthen partnerships with parents and carers to support children's healthy development, in particular their oral health, so that children benefit from consistent approaches between home and the setting.

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About this inspection

The inspector reviewed written feedback from parents and carers and spoke with leaders, staff and children 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:

Abbeyfield The Dales Fern House, Fernbank Drive Bingley BD16 4FA

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:20 - 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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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