School's Out

School's Out Our Lady & St. Gerards RC Primary School, Lourdes Avenue, Lostock Hall, PRESTON, PR5 5TB

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Inspection date

Previous inspection date 04/12/2012 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Staff work closely in partnership with the host school; for example, they regularly exchange information that can be used to meet the needs of the children. Activities complement the learning in the school in which children spend most time.  The club's caring ethos and the staff's commitment to meeting children's needs is evident in their attitudes, everyday practice and organisation.  The positive focus on children's safety through good daily routines, risks being assessed and including children in managing their own behaviour, means that they are protected and safeguarded.  Children's health benefits from healthy, well-balanced snacks, including a wide selection of fresh fruit and salad.

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It is not yet outstanding because

 Opportunities for children to engage in physical activity after school are not always considered and planned for.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in the school hall.

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Inspection activities

 The inspector spoke with the manager, individual staff and children at appropriate times throughout the observations.

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Inspection activities

 The inspector looked at children's observation files, planning documentation and a range of other records, policies and procedures.  The inspector took account of the views of parents and carers spoken to on the day.

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Information about the setting

School's Out was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. It is situated in Our Lady's and St Gerards RC Primary School in the Lostock Hall area of Preston, and is managed by an individual. The out of school club serves the children, who attend the primary school and is accessible to all children. It operates from school hall, library and a classroom, and there is a fully enclosed area available for outdoor play. The out of school club employs four members of childcare staff, including the manager. Of these, three hold appropriate early years qualifications at level 2 or 3. The out of school club opens Monday to Friday, term time only. Sessions are from 3.15pm until 6pm. Children attend for a variety of sessions. There are currently 38 children attending, who are within this age group, 17 of which are on the Early Years Register. It supports children

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To further improve the quality of the early years provision the provider should:

 develop further opportunities for children who want to participate in physical activities on a daily basis.

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who attend

The professional and dedicated manager and staff provide good quality childcare. Children readily come into the setting after their day at school. The welcoming environment means that children enjoy the social occasion and talking about what they have done during their school day. They are confident as they talk about, and explain what they have learned regarding Diwali, the Indian festival of light and Christmas. Younger children delight in talking about what they had for lunch and the physical exercise they have taken part in. Children learn to wait their turn and develop their speaking and listening skills as they respond only when other children have finished talking.

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who attend

The effective organisation of the resources and the discussion of the evening's activities enable children to make choices and decide their own play. For example, children create a range of different Christmas decorations from colouring on wood, to sticking layers of different colour glitter, and beam with pride as they show them to the staff. They use their imagination in role play and make dens under tables. They cooperate with one another as they take turns with board games and assist each other to complete large floor puzzles. Children use their number skills as they calculate how many cups will be needed for snack and how long they have left on the games console.

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who attend

Parents are invited into the setting to complete the registration details and the 'all about me booklets' on their child. This provides a good starting point and covers the child's likes and dislikes and necessary personal details. Staff have a secure understanding of the Early Years Foundation Stage and the seven areas of learning. Effective observation, assessment and planning systems support children in making good progress across all areas.

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The contribution of the early years provision to the well-being of children

Through the welcoming environment and the warm greeting from staff, children feel valued and have a sense of belonging in the safe and secure setting. This promotes a caring atmosphere where they feel confident to make requests, for example, to complete another craft activity and to change resources. They also seek staff when wanting comfort.

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The contribution of the early years provision to the well-being of children

Behaviour is managed well through a consistent approach and including children to create realistic club rules. As a result, children understand what is expected of them as they respond to the request of staff. They demonstrate their sense of humour as they laugh and joke together. Staff listen and praise children at all times, resulting in their self- esteem being effectively promoted. They are very independent as would be expected of children of school age. They manage their own needs at mealtimes, and in attending to their personal needs, such as taking off their coats, hanging them up and going off to play. Children are learning to be safe as they are reminded not to run, to ask politely and to tell staff if they are leaving the room to use the bathroom facilities.

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The contribution of the early years provision to the well-being of children

Children follow hygienic procedures as they routinely apply antibacterial hand gel before touching any food. They independently make their own sandwiches' with a variety of different healthy fillings, such as, ham, cheese, cucumber and tomato. Children also help themselves from the selection of fresh fruit, including melon, grapes, oranges, banana and apple. Children are aware of the importance of food, helping them to grow and eating together is a happy, social experience. Good support for personal hygiene procedures, for example, hand washing, further develops their understanding of a healthy lifestyle.

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The contribution of the early years provision to the well-being of children

Children have some opportunities to use the outdoor area as they develop their physical skills, but these are not planned daily to work off their excess energy from the school day. There are good systems in place for complementing the learning and development provided in the children's school. Staff work well with the school to effectively guide planning for any areas that may need addressing, such as opportunities to practise handwriting. These procedures ensure children's care and education is supported across both settings.

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provision

The provider has a clear vision that the club should be a place where every child has the opportunity to be valued and supported. She has a clear understanding of her role in regard to the safeguarding and welfare requirements of the Early Years Foundation Stage. Learning and development is carefully considered, planned and monitored by the provider. This ensures it is based on children's next steps and supports learning that takes place in the classroom. Staff performance is monitored through supervision and observation of their practice. Training is encouraged and new staff members undertake an induction into the setting to ensure that they have the knowledge and skills to meet the children's needs.

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provision

The provider has a strong commitment to continuous improvement. Priorities for development are regularly discussed, parents and children are consulted and changes are implemented. Children freely voice their opinions about the club and complete their own questionnaires. Staff purposefully seek children's views on a weekly basis to inform the following week's planning. They are effective in their response to children's comments and act on them quickly, such as providing opportunities to use a games console.

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provision

Children are effectively safeguarded through appropriate recruitment processes and staff are fully aware of their role to protect children in the case of abuse. They are confident, who to report to and all details are within the comprehensive safeguarding policy and the displayed flow charts of whom to contact. All staff are vetted and have suitable qualifications to support young children's developing needs. Parents are consulted when their child starts at the setting and they can make their contributions through the daily discussions at their child's collection time. Strong links are made with the school and the setting acts as a link between school and home for some children This means that a consistent approach to the child's care is in place.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted 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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Setting details

Unique reference number EY442361 Local authority Lancashire Inspection number 802792

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 3 - 17 Total number of places 32 Number of children on roll 38 Name of provider Angela Styles Date of previous inspection Not applicable Telephone number 01772335025

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Type of provision

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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