Tiger Club

Inspection of Tiger Club Cams Lane Primary School, Cams Lane, Radcliffe, MANCHESTER M26 3SW

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This provision meets requirements

Children really enjoy accessing this provision. They enter eagerly and with excitement as they search out their friends. Children have developed strong attachments with adults. All the staff team work in school during the day, which means they understand the type of day each child may have had. Staff are positive role models, who support children as they play and offer encouragement. Children demonstrate they are settled and happy at the setting.

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This provision meets requirements

The ethos of the setting is to allow children to relax after the school day, so they can play and socialise with their friends. Staff include children in decision-making. For example, they ask children for ideas of different food to be offered at snack time. Children are really invested in the setting and enjoy taking part in lots of cooperative play with their peers. Children access a wide range of imaginative activities. These include working together to make large scale artwork and using different ways to paint, such as using conkers to make patterns. In the outside area, children play tennis and enjoy penalty shoot outs. Children invite staff to join them in their play. There are lots of humorous exchanges and interactions are warm and nurturing.

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This provision meets requirements

Staff plan activities which are based on children's interests. This supports children to become engrossed in play with their friends. Staff support children to exhibit positive behaviour. For example, children wait until everyone is sitting together before eating. Snack time is a wonderfully social experience, where children talk about their day and interact with staff. Older children independently help younger children as they make their own wraps. Staff have high expectations and children's behaviour is very good.

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need to do better?

n Staff place children's individual needs at the heart of this provision. They offer support and encouragement as children develop new skills. Staff sit alongside younger children and help them as they use different tools in dough. Children use scissors, rollers and safety knives as they make different models. Children are encouraged to 'keep trying' as they build their resilience and confidence. n Staff are intent on meeting all children's needs to the highest level. For example, they support children with special educational needs/and or disabilities (SEND) through talking with parents, communicating with teachers and meeting with the headteacher every term. This means that children's individual needs are exceptionally understood by all their carers, throughout the school day. n Children learn about healthy lifestyles. They enjoy a range of healthy snacks, know that they must keep hydrated and enjoy play in the outdoors every day. In

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need to do better?

25 September 2025 addition, they pick fruit that is grown in the school grounds and discuss how different foods can be healthy for us. At times, children attend first-aid classes, where they learn how to telephone for help and put someone in the recovery position. Children are learning about how to keep themselves and others safe. n Staff are very good at supporting children to be independent and make their needs known. Children state that 'we love coming to tiger club' and 'the teachers are so kind'. Children are confident communicators and have high levels of self- esteem. Children are beginning to understand that their opinions are important. n Partnerships with parents are very good. Staff share information about children's care needs and share messages from school. Leaders welcome the views of parents in informing changes so that they have a positive impact for children. Parents state that 'communication is first class' and 'staff are phenomenal'.

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need to do better?

These partnerships help to provide a consistency of care for children. n Partnerships with other professionals are meaningful. Staff work closely with teachers from the on-site school. For example, they find out about planning in school and offer activities to complement learning in school. In addition, they attend local authority network meetings and share good practice with other providers. These partnerships support staff to share the same vision for the setting and quality of care for children. n Leaders are committed to improvement and have created a close knit staff team, who feel valued and appreciated. Staff are well supported through inductions, training and staff meetings. At times, staff attend training with teachers from the on-site school. This supports all staff to have a shared vision and acquire the skills and knowledge to meet children's individual needs.

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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 EY403026 Local authority Bury Inspection number 10398585 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 95 Name of registered person Tiger Club Committee

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reference number

Telephone number 0161 7248018 Date of previous inspection 31 October 2019

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Information about this early years setting

Tiger Club registered in 2009. It operates from Cams Lane Primary School in Radcliffe. The setting employs six members of childcare staff. Of these, five hold appropriate early years qualifications at level 3 and one is unqualified. The setting is open Monday to Friday during term time only. Sessions are from 7.30am to 8.45am and 3.15pm until 5.30pm.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n Leaders joined the inspector on a learning walk and spoke to the inspector about how staff support and care for children. n Children spoke to the inspector about what they enjoy doing while at the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with leaders and staff about the leadership and management of the setting. n The inspector spoke to parents during the inspection and took account of their views. n The inspector looked at a sample of documentation and reviewed evidence of the suitability of staff working in the setting.

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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

25 September 2025 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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