St.Andrew's Out Of School Clubs

Inspection of St.Andrew's Out Of School Clubs St. Andrews C of E Primary School, Springfield Street, Oswaldtwistle, Accrington, Lancashire BB5 3LG

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children thoroughly enjoy their time in this setting. They confidently and happily explore the environment and choose their favourite places to play. Children are immersed in the stories that staff read to them. Furthermore, they love to hear and contribute to tales that interest them. Children's literacy and language skills are supported extremely well from the start. They copy well-modelled words from staff, and older children hold meaningful conservations with their peers.

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The provision is good

Children demonstrate perseverance in the large, well-equipped outdoor area. They solve problems in teams as they work out how to build their own obstacle courses. Children have very good physical skills and demonstrate a 'can-do' attitude for challenging tasks. They learn how to keep themselves safe and know they can ask for help from staff. As a result, children are secure in their play. High levels of praise and encouragement from staff and each other lead to children showing good levels of self-esteem.

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The provision is good

Children are kind and caring towards their friends. As younger children start in the pre-school room, their older peers take charge of showing them where to go and play. Children quickly learn how to access the environment and form friendships. They learn to take turns and share from a young age. The atmosphere within nursery is calm and welcoming.

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need to do better?

n Children are happy and settle quickly into the setting. Staff support children to understand what behaviour is expected of them and how to follow instructions. However, some routines and transitional periods of the day are not always managed effectively. Some staff struggle to help children remain focused and understand what is being asked of them. For example, some children are asked to wait for long periods of time until they can go outside or until they receive lunch. This occasionally leads to them being unsettled and they disengage from intended learning. n Staff know children well and, on the whole, know how to respond to their development needs. Occasionally, children's abilities are not swiftly recognised in order to help staff plan and extend their involvement in play even further. For example, the most able children are sometimes not offered as much challenge, meaning they do not make the learning of which they are capable. However,

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need to do better?

staff do recognise the importance of checking what children remember and can do, before moving on to the next stage in their learning. Children all make good progress. n Staff assess children well and have a good grasp on expected levels of development for children. They are swift to recognise any delays in progress and

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need to do better?

5 January 2023 confident to implement targeted support plans in order to help close these gaps in learning. Staff work closely with other professionals to help children with special education needs and/or disabilities (SEND) to ensure that they continue to increase their development and help them catch up with peers. n Parents are well-informed about their children's learning and know how to continue this at home. They are happy with the relationships they, and their children, have formed with staff. This helps parents feel valued and able to help their children develop even further. n Leaders are passionate about helping all children learn with positive attitudes in the setting. They value each child's differences and provide a high level of support and appropriate intervention for children with SEND. This helps all children be prepared for their next stages in learning and for their move on to school. Good links with the reception teacher ease this transition and ensure

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need to do better?

that children have the key skills they need to succeed. n The setting's improvement plans are accurate, and already the impact is being reflected on and noticed with children and their development. Staff feel well supported and are able to embed the curriculum well during play and when planning for further development of children. They complete regular training tailored around children's needs, which helps staff support each child skilfully.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have embedded robust safeguarding policies and procedures within the setting. Staff know how to identify safeguarding concerns and where to report any child protection issues. They understand the importance of working with parents to help them keep children's safety and well-being at a high level. There are sufficient staff with first-aid qualifications and they know how to respond to children who are injured or unwell. Leaders maintain a safe and secure facility for children to access.

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should:

n support staff to recognise how to provide suitable challenge for the most able children, to further aide their ongoing progression n organise transitions more effectively to help support all children to maintain positive attitudes to learning and routines.

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Setting details

Unique reference number EY360866 Local authority Lancashire Inspection number 10265114 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 Full day care

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inspection

Total number of places 67 Number of children on roll 67 Name of registered person St.Andrew's Out Of School Clubs

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reference number

Telephone number 01254 231 279 Date of previous inspection 25 May 2017

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Information about this early years setting

St. Andrew's Out of School Clubs registered in 2007 and is situated in Oswaldtwistle in Accrington, Lancashire. The club employs 17 members of staff. Of these, all hold an appropriate early years qualification, including four at level 2, seven at level 3, one at level 4, four at level 5 and three at level 6. The out-of- school club is open from 7.45am until 9am and from 3.15pm until 6pm, during term time, and from 8am until 6pm in the school holidays. The pre-school and two- year provision is open from 9am until 3.15pm, during term time only. The pre- school and two-year provision provides funded early education for two-, three- and four-year-old children. The setting supports children with SEND.

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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 reflection of the setting. n The managers and the inspector completed a learning walk together to discuss the early years curriculum and intentions for children's education. n The inspector spoke with the provider and manager about the leadership and management of the setting. n Staff spoke to the inspector throughout the inspection. n Parents share their views of the setting with the inspector. n The inspector carried out two joint observations of group activities with a member of the management team.

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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

5 January 2023 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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