The Foxes

The Foxes

Unique reference number (URN): EY550322 Address: St Peters C Of E Primary School, Birley Street, Newton Le Willows, WA12 9UR Type: Childcare on non-domestic premises Registered with Ofsted: 04/09/2017 Registers: EYR, CCR, VCR Registered person: The Foxes (Newton) Limited

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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

Leaders and staff establish clear and consistent routines that help children to understand how to behave and participate positively in the club. From the moment they arrive, children recognise what happens next and follow the structure of the session with confidence. This supports a calm start and enables children to settle quickly into play.

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Behaviour, attitudes and establishing routines Strong standard

Staff model calm and respectful behaviour. They use clear explanations to guide children's choices. Staff encourage children to listen to one another, take turns and share resources fairly. For example, during board games and group activities, children check the rules, wait patiently for their turn and celebrate each other's successes. This helps children to manage their emotions and promotes a strong sense of fairness.

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Behaviour, attitudes and establishing routines Strong standard

The club promotes punctuality and attendance effectively. Clear collection procedures and daily communication with parents and carers help to ensure that children arrive on time and settle without delay. Parents report that their children enjoy attending and often ask to come even when childcare is not required, showing the positive attitudes children have developed.

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Behaviour, attitudes and establishing routines Strong standard

Children respond well to staff's consistent approach. Staff reinforce boundaries sensitively and step in promptly if disagreements arise. They help children to think about what happened and agree how to move forward. This enables children to return to play quickly and maintain positive relationships. As a result, the atmosphere remains settled and purposeful.

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Children's welfare and well-being Strong standard

Staff promote children's welfare and well-being highly effectively. They know children well and notice quickly when they need comfort, rest or time in a quieter space after the school day. Staff respond with sensitivity and reassurance. This helps children to feel secure, settled and ready to join in. Younger children benefit from having a named key person, which ensures a familiar adult is available to support them as they adjust to the club's environment. For example, key persons check how younger children are feeling when they arrive, help them choose a manageable activity and stay close until they are ready to join their friends. This consistent support strengthens children's emotional security and helps them to build trusting relationships with staff.

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Expected standard

Children develop healthy routines and confident self-care. They follow hygiene practices independently, access drinks throughout the session and choose from a range of healthy snack options. Staff sit with children during snack time, using this opportunity to encourage conversation and strengthen social confidence. Furthermore, staff promote children's safety effectively. They supervise activities carefully, offer clear guidance about safe play and support children to recognise and manage simple risks. Staff reinforce online safety well. Children know what to do if something online caused concern, reflecting their secure understanding of how to keep themselves safe.

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Inclusion Strong standard

Staff demonstrate a strong commitment to inclusion and identify children's individual needs quickly. They observe children closely and adjust their approach when children need reassurance, extra time or alternative methods of support. Communication with parents and school staff is highly effective. Parents and carers report that the club supports flexible working patterns well, valuing the adaptable booking system and the way staff keep both households informed when care is shared between parents. This responsive practice helps children to feel understood and able to participate fully.

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Inclusion Strong standard

Children with special educational needs and/or disabilities, from disadvantaged families, or with additional needs benefit from carefully considered strategies that help them to regulate and join in. Staff use personalised resources, including sensory items and visual prompts, and provide choices that prevent frustration and promote independence. These adjustments enable children to manage their emotions successfully and remain engaged alongside their peers.

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Inclusion Strong standard

All staff have completed training in supporting children who may require additional help. This shared knowledge ensures that children's emerging needs are recognised early and that support is delivered in a coordinated and consistent way. In addition, leaders review children's needs regularly and work closely with external professionals when appropriate. This collaborative approach ensures that support is refined as needed and that no child is disadvantaged by their circumstances. Children feel valued and included. They flourish in an environment where their individuality is recognised and respected. Consequently, children experience stable and effective provision, and develop their social confidence and emotional development.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the club's strengths and the areas that need further development. They review procedures regularly and ensure statutory requirements are met. Leaders have effective oversight of daily organisation, which helps the club run safely and smoothly and ensures that routines are carried out as intended. Leaders evaluate the provision regularly and gather feedback from staff and parents and carers to shape their priorities. They use this information to refine routines, adjust resources and identify areas that would benefit from further improvement. Furthermore, leaders consider how well the club meets the needs of different age groups and make changes when needed so activities remain suitable and accessible for all children. This reflective approach ensures that the provision continues to meet children's needs.

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Leadership and governance Expected standard

Leaders support staff's well-being through open communication and regular check-ins. Termly supervision sessions give staff time to discuss what is working well and where they may need more help. Staff receive suitable training, and leaders ensure that all mandatory areas are covered. However, leaders are yet to ensure that individual professional development is precisely matched to staff's needs so that the quality of practice can be strengthened further. That being said, staff feel well supported and confident to seek guidance when needed.

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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 arrive to a calm, well-organised and welcoming environment. Staff greet children warmly and check how they are feeling after the school day. The handover from school is smooth and well supervised, helping children to arrive confidently. Clear routines mean that children know what to do as soon as they enter. For example, they place their bags in labelled buckets, hang up their coats and wash their hands before choosing an activity. These familiar steps help children to settle quickly and feel secure.

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

Children behave well and show positive attitudes. Staff model calm and respectful communication. They use simple cues, such as 'fingers on lips', to gain children's attention. When disagreements occur, staff respond kindly and help children to understand what happened and return to play. Parents and carers describe the club as warm, flexible and approachable. Daily conversations, online updates and phone calls help to ensure that information is shared clearly. This supports children's well-being and a sense of continuity between home and the club. This consistent approach contributes to a settled and harmonious environment.

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

Staff value children's individuality and respond sensitively to their needs. Some children benefit from spending time in a quieter space before joining group play. Other children use personalised resources, such as an emotions bag, to help them to feel ready to re-engage. Younger children are supported well by older peers, who show them how to build models, join pieces of train track or complete homework. These interactions boost children's confidence and encourage cooperative play.

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

Children make purposeful choices about how they spend their time. They move between activities confidently and often select options they have helped to plan, including creative projects and ideas for the snack menu. They also demonstrate a secure understanding of how to keep themselves safe. Staff talk to children about sensible choices. Children confidently use flow charts they have created themselves to explain the steps they would

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Inspector:

Kelly Little take if something online worried them. These experiences strengthen children's independence and sense of belonging. Children thrive at this out-of-school club.

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Next steps

Leaders should consider ways to target professional development more precisely to staff's needs so training strengthens practice and improves consistency.

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About this inspection

The inspector spoke with the nominated individual, out-of-school club manager, designated safeguarding lead, staff, parents and children 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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

St Peters C Of E Primary School Birley Street Newton Le Willows WA12 9UR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Foxes (Newton) Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 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

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