Core Kids Club - Beechwood Primary SchoolOfsted report card, 6 Oct 2026

Core Kids Club - Beechwood Primary School

Unique reference number (URN): 2851897 Address: Beechwood Primary School, Ambleside Close, Woodley, READING, RG5 4JJ Type: Childcare on non-domestic premises Registered with Ofsted: 26/08/2025 Registers: EYR, CCR, VCR Registered person: Core Kids 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 show enthusiasm, settle with ease and confidently choose activities that interest them. Staff help children who are new to the club form positive relationships by playing games with them, encouraging interesting conversations and providing opportunities for them to play and cooperate. Staff act as positive role models and typically help children understand the club rules, which generally children know and follow. Effective monitoring of attendance by leaders helps to promote children's welfare.

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Behaviour, attitudes and establishing routines Expected standard

Senior leaders monitor the quality of the provision and expect routines to be well established and interactions during these times to be consistently purposeful. Most children follow routines well, particularly on arrival, and benefit from the predictable structure this provides. However, some routines are not consistently managed. Staff remind children to wash their hands before snack but do not check that they do this thoroughly. Although staff accompany children to the bathrooms, they do not ensure that children use soap and wash their hands properly. Furthermore, some children return to play after rinsing their hands with water, instead of having snack. As a result, hygiene routines are not yet sufficiently embedded to consistently promote children's health and wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

Children respond particularly well to praise and encouragement. During team games, they are keen to try their best and take pride in their efforts, helping them remain engaged and develop confidence. Children who are new to the club are given time and space to become familiar with their surroundings and routines at their own pace, which benefits them to make meaningful relationships.

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Children's welfare and wellbeing Expected standard

Senior leaders and staff typically promote children's physical and emotional wellbeing by providing a safe and welcoming space, where children play together or independently. Children who are new to the club quickly develop emotional security as they build relationships with staff who understand and respond sensitively to their individual needs. Children particularly enjoy being outdoors, where they explore the adventure playground and develop confidence in managing their physical skills. They climb, balance and navigate large equipment, tackling challenges, such as a rolling beam under close supervision. Experiences such as these help children develop physical coordination, resilience and self- belief.

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Children's welfare and wellbeing Expected standard

Staff recognise the importance of healthy eating and provide children with a range of nutritious snacks, including some that may be less familiar to them. However, they do not consistently encourage children to choose a varied and balanced selection from what is available. As a result, most children only choose bread, rice crackers or wraps with a spread, rather than accompanying these with available vegetables and salad. This does not provide opportunities for children to develop their understanding of making healthier food choices and how different foods support their growing bodies.

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Children's welfare and wellbeing Expected standard

Hygiene routines are not consistently embedded. Although staff accompany children to the bathrooms before snack, they do not routinely remind children to wash their hands thoroughly with soap or explain why this is important. Some children return to activities, such as playing basketball, rather than moving directly to the snack table. As children use their hands to eat their snack, more consistent support with effective handwashing is essential to help them develop healthy hygiene habits and understand how these contribute to keeping themselves and others well.

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Inclusion Expected standard

Senior leaders and staff promote an inclusive club where all children's needs are recognised from the outset. Information gathered from parents and carers when children join helps staff understand what each child requires to feel settled, secure and confident. Senior leaders recognise the importance of working in partnership with other professionals, including school staff. They liaise with them when needed to support children's welfare and provide consistent approaches. Younger children are brought to the club by school staff each day; however, information about their experiences during the school day is not always shared, to help these children experience even more tailored support by club staff. Despite this, important messages, such as any accidents involving children, are passed onto club staff so that families are appropriately informed when they collect their children.

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Inclusion Expected standard

Senior leaders and staff have high expectations for all children, including those with special educational needs and/or disabilities or other barriers to their wellbeing. Staff generally recognise when children need extra support through their daily interactions and respond sensitively to reduce barriers to their participation. For example, key persons spend quality time with children who are new to the club and regularly check in with them, helping them settle into arrival routines and become familiar with the environment. Staff gently guide children through interactions with peers and adapt their approach to help them participate successfully. As a result, children feel valued and included and know which adults they can turn to when they need help or reassurance.

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Leadership and governance Expected standard

Senior leaders from the company complete regular audits to identify the provision's strengths and areas for development. They understand the needs of children in the local community and have worked with the host school to broaden the range of foods available. However, senior leaders oversight of children's health and wellbeing is not yet sufficiently robust. In particular, they have not ensured that agreed actions around healthy eating are consistently implemented or that hygiene routines are embedded in practice. As a result, children do not consistently benefit from making healthier food choices or following routines that promote their health and wellbeing.

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Leadership and governance Expected standard

Staff feel supported and valued by senior leaders and report their workload is manageable. Their individual strengths and interests are recognised and thoughtfully incorporated in club life. For example, staff use their own ideas, based on the children's needs, such as introducing times where children can release energy at a 3 second 'chaos time' before settling to play and explore. Staff have access to a range of professional development that strengthens their knowledge and understanding of their roles, including training to support children with special educational needs and/or disabilities. Regular individual meetings provide opportunities for staff to discuss their experiences, and a positive culture has been established where staff wellbeing is valued.

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Leadership and governance Expected standard

Positive partnerships with parents are established. Parents speak highly about the experiences their children receive while at the club. They feel reassured that their children are happy, settled and well cared for.

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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 arrive at the club happy and eager to join in. They greet club staff with warm smiles, independently put away their belongings and readily choose activities, moving confidently into play and exploration. Children quickly become absorbed, chatting excitedly to friends and working together. They readily offer help when needed, such as when putting on dressing-up clothes. Children of all ages develop positive friendships. Younger children hold hands, invite peers into their play and share resources. Older children value younger children's ideas and sensitively encourage them to 'have a go' at something new. Children who are new to the club quickly develop warm attachments with staff. They remember individual staff members' interests and skills, such as dance and gymnastics, and proudly show them what they can do. Children respond positively to praise they receive, which helps them feel valued and builds their confidence and self-esteem.

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

Children enjoy a wide range of activities that reflect their interests and allow them to have fun during their time at the club. They laugh and giggle as they play, knowing that staff take a genuine interest in them. Children develop their small- and large-muscle skills well. For example, they engage in creative play as they explore making models from play dough. They listen attentively to staff's instructions during team games, where they practise ball skills. These experiences enable children to express themselves, be active and develop increasing control, coordination and precision.

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

Children are treated as unique individuals. Their individual personalities and interests are recognised, reflected in the resources and activities available to them, and celebrated. Areas for table tennis, construction and imaginative play are arranged so children can follow their interests and make independent choices. They also choose quieter activities, such as completing puzzles or drawing, which provide valuable opportunities to relax and unwind after a busy day at school. Children particularly enjoy staff joining in their games, such as basketball. These shared experiences encourage teamwork, resilience and a sense of achievement.

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

Staff implement secure systems to monitor children's attendance. They promptly follow up when children do not attend, helping to ensure that children's safety and welfare remain a priority.

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Next steps

Leaders should focus and monitor staff support more precisely to ensure children's hygiene routines are consistently followed, particularly washing their hands thoroughly with soap before eating, and developing healthy habits that enhance their wellbeing. Leaders should strengthen staff practice so that children are consistently supported to make healthy food choices during mealtimes and understand how different foods contribute to their health and development.

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Address:

Beechwood Primary School, Ambleside Close Woodley READING RG5 4JJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday : 15:15 - 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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About this inspection

The inspector spoke with senior 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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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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