Scotforth After School Club

Scotforth After School Club

Unique reference number (URN): EY410298 Address: Scotforth St. Pauls C of E Primary School, Scotforth Road, LANCASTER, LA1 4SE Type: Childcare on non-domestic premises Registered with Ofsted: 21/06/2010 Registers: EYR, CCR, VCR Registered person: Scotforth After School Club

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Strong standard

Children behave extremely well and show consistently positive attitudes. They understand the clear routines and expectations and respond calmly and respectfully to staff direction. Older children demonstrate high levels of maturity, empathy and cooperation; they readily include younger children, explain rules patiently and model the club's values with pride. This creates a harmonious and welcoming environment in which all children feel respected, listened to and valued.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate strong social skills and confidently share their ideas during discussions and group activities. They consistently demonstrate polite manners without needing reminders, and show high levels of care and consideration for their peers. The key- person arrangements are highly effective in supporting younger children's sense of security and belonging. Children know their key person well, seek reassurance when needed and develop trusting relationships that help them to settle quickly.

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Behaviour, attitudes and establishing routines Strong standard

Children enjoy taking responsibility. For example, older children are 'buddies' for younger children; they provide support, such as helping them to follow routines. Staff shower children with praise and encouragement. This supports children in persevering and following instructions. Overall, children demonstrate high levels of self-control and display confidence in participating and cooperating with the club's routines and expectations. Leaders and staff work closely with the host school, parents and, where appropriate, other agencies to ensure children's good attendance.

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Inclusion Strong standard

Children benefit from a highly inclusive and supportive environment. Staff know children and families very well and respond proactively to their individual needs. Leaders are extremely proactive in removing barriers to participation, ensuring that children with special educational needs and/or disabilities (SEND), or from disadvantaged backgrounds, are supported to access a wealth of activities and opportunities. Funding is used to offer additional opportunities for children who might otherwise face limitations. Flexible arrangements enable families to engage fully with the provision.

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Expected standard

Leaders actively champion inclusion, working with the local authority and school staff to help children get further support. Leaders have prioritised training to further develop the service they provide. For example, they attended a play therapy course to strengthen leaders' expertise. This valuable learning will be cascaded to all staff to deepen their knowledge and skills further. Staff have also completed many training courses in SEND, which helps them to prioritise the inclusion of all children. As a result, children feel welcomed, respected and can participate fully in all aspects of the club. They benefit from experiences tailored to their needs and from staff who support their emotional wellbeing and welfare.

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Children's welfare and well-being Expected standard

Children feel safe, cared for and secure in the club. Warm, trusting relationships with staff help them to settle quickly, and children know that adults will listen and respond to their needs. Older children support younger children and help to promote a sense of belonging. The key-person arrangements are effective. Children know who to turn to for reassurance, and staff understand individual children's needs, preferences and routines. This supports smooth transitions from school to the club and promotes children's confidence and emotional security.

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Children's welfare and well-being Expected standard

Staff demonstrate clear knowledge of children's individual needs. This ensures that children with special educational needs and/or disabilities (SEND), or other additional requirements, participate fully and safely. Children are encouraged to take responsibility for their own care and wellbeing. For example, they wash their hands before snack, prepare fruit and manage resources during activities. Children demonstrate positive attitudes towards healthy lifestyles and respond well to staff's constant praise and encouragement. Children take part in sessions such as 'anti-bully week' and 'friendship day'. This helps to consolidate their time in school and develop consistent attitudes to rules and boundaries. Overall, children enjoy attending, build positive relationships and experience care that supports their wellbeing and growing independence.

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Leadership and governance Expected standard

Leaders are effective in ensuring the smooth running of the club and in promoting children's welfare, behaviour and complementing their learning. Leaders' oversight of day-to-day practice ensures that key policies and procedures are implemented consistently, providing a secure and well-organised environment for children. Leaders prioritise some useful and valuable training for staff and professional development opportunities. However, this could be targeted more effectively to ensure that all staff feel confident and skilled in delivering consistently high-quality provision across all sessions, particularly for younger children.

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Leadership and governance Expected standard

Staff wellbeing is a high priority for leaders. They support staff through regular supervision and effective monitoring of workloads. Staff are valued as contributors to the club. Leaders value ideas and suggestions from staff and use these to shape and adapt what is on offer. Key-person arrangements are prioritised, supporting smooth transitions from school and from home to the club. Leaders actively engage and have strong partnerships with families, the host school and the local authority. This ensures that they are always striving for the best possible outcomes for all children.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children enjoy attending the club and say they feel safe, happy and well cared for. Warm, trusting relationships with staff help children to settle quickly after school. Older children are positive role models and enjoy taking on the role as a 'buddy' for younger children. This

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Inspector:

Donna Birch builds a culture of kindness, empathy and respect. Additionally, this helps younger children to feel included and those with special educational needs and/or disabilities, and supports their confidence and social development.

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Inspector:

Children behave extremely well. They understand the club's expectations and respond positively to gentle reminders from staff. Children cooperate maturely, share resources and include others thoughtfully. They talk confidently about their activities and show pride in their creative work.

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Inspector:

Most children benefit from a broad range of enjoyable activities that reflect their interests and help them to develop skills, such as early writing, fine motor control and problem- solving. Staff praise children frequently, which generally supports their motivation and confidence. However, at times, inconsistencies in how staff shape and adapt routines and activities for early years children do not allow them to be as highly involved, motivated and engaged as their older peers.

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Inspector:

Staff help children to form positive friendships and develop a keen sense of belonging. Highly positive relationships with the host school and parents provide continuity and consistency for children. This supports children to feel relaxed and safe in the club and complements their learning in school. Parents value the staff and all the work they do to support them and their children.

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Next steps

Leaders should support all staff to review and adapt activities and routines to ensure these are consistently matched to younger children's interests.

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About this inspection

The inspector spoke with leaders, practitioners, children and parents during the inspection.

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About this inspection

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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Address:

Scotforth St. Pauls C of E Primary School Scotforth Road LANCASTER LA1 4SE

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Scotforth After School Club

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standards expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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