Happy Faces Out Of School Club

Inspection of Happy Faces Out Of School Club Claypool Cp School, Salisbury Road, Bolton BL6 6LN

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This provision meets requirements

Staff create a warm, welcoming and interesting environment. Children eagerly rush into this after-school setting and are keen to meet up with their friends. They are quickly absorbed in self-chosen activities with their friends. Children have a voice and are instrumental to how the setting is organised and the activities provided. For example, comments from children's surveys are carefully considered and where possible acted on. When this is not appropriate children are provided with clear explanations as to why. This helps children to develop a strong sense of self and belonging. Staff know the children well and plan an exciting range of activities that meet the children's individual interests and needs. Children demonstrate that they feel safe. They are confident to approach staff for advice and support.

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This provision meets requirements

Staff create an inclusive setting, where everyone is valued and respected. Children show kindness and concern to their friends. They offer support and encouragement. For example, older children show younger children how to hold the snooker cue correctly. Children cheer in delight when they hit the ball. This level of camaraderie and support helps children to learn from each other and develop new skills. In addition, this significantly enhances children's confidence and self-esteem. Children behave well. They have an innate understanding of the setting's rules and daily routines. For example, children know to hang their belongings up on arrival. Staff place a strong emphasis on developing the children's physical skills. Children particularly enjoy the opportunities to play team games such as football. This is evident from their beaming smiles and shouts of encouragement to their friends.

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need to do better?

n Leaders and staff work well together to create an exciting range of activities that spark children's interest, such as finding and identifying the minibeasts. They work in partnership with teachers to provide opportunities that complement what children are learning in school. For example, they encourage children practise their letter formation when writing lists. This enables children to practise and firmly embed their learning. n Leaders place a high priority on staff development and training. Staff have access to a range of training and development opportunities, to further enhance their knowledge and skills. This ensures the continuous delivery of good quality care and improves outcomes for children. n Staff are skilled communicators. They pose interesting and challenging questions to help children to think critically and solve problems. For example, children and staff work together to identify how much change is needed when purchasing

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need to do better?

items from the pretend café. In addition, this helps children to master the art of

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need to do better?

16 May 2024 two-way conversations. n Children relish the opportunities to be outdoors. Staff encourage them to learn new skills, such as playing badminton and team sports. Children persevere at mastering the swing ball and wheeled resources, such as scooters. The prominence of these activities enables children to get plenty of fresh air and exercise. n Staff provide a wealth of experiences for children to learn how to keep themselves safe. Children know to tell staff that they are going out of the main area. They also learn how to use resources, such as scissors, safely. Children assist staff in counting everyone in and out of the outdoor area. Overall, children have a keen sense of their own safety and that of their friends. n Staff place a strong emphasis on supporting children's emotional health and well-being. They use knowledge from their training on the 'Happypotomus' to help children to explore and respond to their emotions. In addition, staff have

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need to do better?

created safe spaces for children to access when they are sad or overwhelmed. When this happens, staff sensitively intervene to help children to work through their feelings. As a result, children develop an awareness of their own needs and those of their friends. This builds their emotional resilience and helps to reduce their anxiety. n Children enjoy a range of freshly prepared nutritious snacks, which meet their individual dietary requirements. Snack time is a relaxed social occasion. During this time, staff skilfully interweave information about healthy eating and the importance of good oral health. As a result, children develop positive attitudes to staying fit and well. n Staff provide an inclusive environment, which helps children to understand people have different beliefs. For example, children explore the meaning behind cultural events, such as Chinese New Year and Diwali. Furthermore, this supports their awareness of their own community and the wider world.

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need to do better?

n Partnership with parents is strong. Effective communication between parents, the setting and school promotes a continuous flow of information. This helps to support children's care and well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first

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Setting details

Unique reference number EY498840 Local authority Bolton Inspection number 10339209 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 50 Number of children on roll 61 Name of registered person Happy Faces Out Of School Club Ltd

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reference number

Telephone number 01204 333426 Date of previous inspection 4 July 2018

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Information about this early years setting

Happy Faces Out Of School Club registered in 2016. The club is situated within Claypool County Primary School in Bolton. The club employs four members of childcare staff. Of these, three hold appropriate early years qualifications at level 3. The club opens from Monday to Friday, term time only. Sessions are from 7.30am to 8.50am and from 3.30pm to 6pm.

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Inspection activities

n This was the first routine inspection the club 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 club. n The inspector observed the interactions between staff and children. n The inspector spoke to children, to find out about their time at the setting. n Staff spoke to the inspector during the inspection. n The nominated individual showed the inspector documentation to demonstrate the suitability of staff. n The inspector spoke to a parent during the inspection and took account of their views.

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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

16 May 2024 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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