Introduction

This inspection round-up analysed 12 inspection reports from school age childcare services available on the Care Inspectorate's website on 9th January 2026. The dates of inspections ranged from November 2025 to December 2025.

Quality Headings Grade Patterns

Leadership grades were generally lower than Children play and learn, and Children are supported to achieve. Some quick points about each of the four quality headings are:

• Leadership was graded in all 12 reports. Grades ranged from Weak to Excellent, with the most common grade being Adequate.
• Children thrive and develop in quality spaces was assessed in only one inspection.
• Children play and learn was graded in 11 of the 12 reports. Grades ranged from Adequate to Excellent, with the most common grade being Good.
• Children are supported to achieve was graded in all 12 reports. Grades ranged from Adequate to Very Good, with the most common grade being Good.

Across the 12 school age childcare inspection reports, inspectors consistently observed positive day-to-day experiences for children, underpinned by warm relationships, nurturing staff interactions and a clear commitment to children's right to play.

However, while practice with children was often strong, leadership, quality assurance and consistency of systems were the most common areas requiring improvement. Inspectors frequently highlighted a gap between what staff do well in practice and how effectively services monitor, evidence and sustain that practice.

In short, analysis of the reports suggests that across the sector, staff are delivering good experiences for children, but leadership systems are not always robust enough to evidence, sustain or build on that practice.

What Is Working Well

Warm, Nurturing Relationships

All 12 reports referenced:

• Kind, respectful interactions
• Staff who know children well
• Children feeling safe, happy and settled
• Positive attachments and emotional security after the school day

Notably, even services with weaker leadership grades still demonstrated strong relationships, suggesting relational practice is a sector strength.

Inspectors clearly value nurturing care and consistently link it to children's wellbeing, confidence and engagement.

Children's Right to Play is Well Understood

Most services demonstrated:

• Play-based, child-led approaches
• Opportunities for choice and autonomy
• Staff following children's interests
• A balance of creative, physical and social play

Where grades were higher (Very Good/Excellent), play was:

• continuous rather than activity-based
• supported by skilled staff interactions
• enriched through varied spaces and materials

Where grades were lower, play was still valued, but limited by resources, planning, or environmental organisation.

Recurring Areas for Improvement

Quality Assurance

This was the most frequently identified improvement area.

Common issues included:

• Self-evaluation not leading to clear action
• Improvement plans lacking impact or follow-through
• Audits in place but not identifying gaps
• Previous areas for improvement recurring
• Over-reliance on informal systems

Services often had quality assurance processes, but inspectors questioned how effectively these improved outcomes for children.

Personal Planning

Inspectors regularly identified:

• Personal plans in place, but variable in quality
• Inconsistencies in reviews, signatures or dates
• Limited evidence of children's voice
• Plans not clearly informing practice

Higher-graded services showed:

• Plans co-created with children and families
• Clear strategies for support
• Regular review linked to outcomes

Lower-graded services treated plans more as compliance documents than living tools.

What does Very Good or Excellent Look Like?

Services graded Very Good or Excellent consistently demonstrated:

• Self-evaluation that links to feedback and planning, and results in measurable, positive change
• Staff who are supported to reflect, develop and understand why they do things
• Children's rights aren't just referenced, they are visibly embedded in practice
• Children's voices have influence, and genuinely shape decision making
• Leadership is visible in practice, not just paperwork. Leaders foster a culture of continuous improvement

Remember, inspections are just one way of measuring your service. Make sure you consider the happiness of your children and families, the morale and views of your staff, and your own, open and honest reflections on your service.