School's Out

Inspection of School's Out Lea Endowed Church of England Primary School, Lea Road, Lea Town, PRESTON PR4 0RA

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This provision meets requirements

All children are warmly greeted by the staff team as they enter the setting. Children hang their coats up and show an eagerness to start to play and socialise with their friends. Children have built close attachments with staff and the setting offers a relaxed environment for children to play after school. The ethos of the setting is that staff want to create a 'safe, secure and happy environment' for children. There are a wealth of activities that children enjoy. They are invited to share their ideas and contribute to the running of the setting. For example, staff have purchased a range of tennis equipment to support children's interest in tennis, as they enjoyed watching Wimbledon on the television. Activities support children to develop new skills. Staff work closely with teachers from the school to offer activities which complement children's learning.

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This provision meets requirements

Staff are positive role models and have high expectations. Children's behaviour is superb. Older children independently help younger children and involve them in their play. Children play collaboratively and assign themselves roles and characters. For example, children play in a 'Christmas café', serving one another, cooking Christmas dinner and placing an order as a customer. Children listen to staff and follow instructions extremely well. Children's voices and laughter can be heard in this lively and fun environment.

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need to do better?

n Children access a range of activities and opportunities built on their interests. These are differentiated to support the different ages of children. For example, children enjoy taking part in a craft activity and are set different challenges by staff to complement their learning in school. For example, they tie knots in a snowman hat and write a Christmas card. This supports children's interest and engagement. n Staff plan 'event nights' for children, such as 'games night'. They like to give children experiences they may not have at home. Children enjoy taking turns with different board games and instigating their own play by making up their own different rules. This helps children to socialise, be patient and understand the needs of their peers. n Children have built close attachments to staff and are eager to involve them in their play. For example, children play a floor game where they have to put their

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need to do better?

feet or hands on a coloured shape. They listen carefully to staff instructions and laugh wildly as they try to balance and stay upright. Children demonstrate they are settled and happy. n Staff are sensitive to children's needs. All staff work in the on-site school in various classrooms throughout the day. This is beneficial as they know the

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need to do better?

13 December 2022 children's needs well and understand what kind of day children have had. For example, staff talk to children as they lie down in a den for a short period of time as they are tired after the school day. Children's emotional needs are supported extremely well. n Parent partnerships are very strong. Staff speak with parents every day. They communicate messages from school and share information about children. Parents are very complimentary about the care their children receive and discuss how children are 'so settled they do not want to come home' and 'the staff are brilliant'. These partnerships help to offer a consistency of care for children. n Children learn about the importance of healthy lifestyles. They eat a range of healthy snacks and access the school grounds, where they play football, basketball, cricket and rounders. Children have recently taken part in a 'walking challenge', which involved walking a set number of steps around the school field

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need to do better?

in order to walk the equivalent distance to Paris. Children's physical skills are promoted well. n The staff team work extremely well together and share the same vision for the setting. For example, as a member of staff takes the register another gently reminds children to listen. They meet regularly as a staff team to discuss activities and how to further improve things for children. They complete training together and support each other with new ideas to improve their professional development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

All staff have effective safeguarding knowledge and are aware of the procedures to follow if they have concerns about a child's safety. They attend regular training and keep their knowledge refreshed by looking at safeguarding case studies and asking each other scenario based questions. Staff complete daily safety checks to ensure the environment is safe for children. For example, they check that the outside gate is closed in the playground before allowing children out to play. Staff support children to be alert and to be aware of personal safety. For example, they talk with children about keeping safe when accessing the internet.

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Setting details

Unique reference number EY429072 Local authority Lancashire Inspection number 10233786 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Out-of-school day care

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inspection

Total number of places 30 Number of children on roll 30 Name of registered person Gingell, Tracey Ann

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reference number

Telephone number 075729 59100 Date of previous inspection 28 February 2017

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Information about this early years setting

School's Out registered in 2012. The club employs five members of childcare staff. Of these, two hold appropriate early years qualifications at level 6, two hold qualifications at level 3 and one member of staff holds a level 2 qualification. The club opens from Monday to Friday during term time only. Sessions are from 7.30am until 8.55am and 3.15pm to 6pm.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector carried out a tour of the setting. She held regular discussions with the manager, staff and children throughout the inspection. n The inspector spoke to parents. Their views were taken into account during the inspection. n The inspector observed the interactions between staff and children throughout the inspection. n A sample of documentation was observed by the inspector and evidence of staff suitability was checked.

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Inspection activities

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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Inspection activities

13 December 2022 regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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