Jellybeans Out Of School Club

Jellybeans Out Of School Club

Unique reference number (URN): EY409405 Address: St Mary's Parish Centre, Featherstall Road, Littleborough, Lancashire, OL15 8DW Type: Childcare on non-domestic premises Registered with Ofsted: 02/07/2010 Registers: EYR, CCR, VCR Registered person: Jellybeans Out Of School Club Partnership

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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 Expected standard

Children demonstrate good behaviour. This starts from the moment they are collected from school. Older children confidently support younger children by holding hands as they cross over to the club. Staff engage younger children in counting games to support their waiting skills. Children demonstrate a clear understanding of the established safety rules.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children to develop positive relationships with their friends. Children promote a respectful environment. For example, when children arrive at the club, they place their belongings away neatly and tidy up after themselves during play. Children are polite, respectful and considerate of others. Staff encourage kindness by implementing club rules and guiding positive interactions. For example, older children take pride when staff recognise their kind behaviours for supporting younger peers who may feel sad. This approach fosters a strong sense of community and positive relationships across all age groups.

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Behaviour, attitudes and establishing routines Expected standard

The club promotes punctuality and attendance. They have procedures in place for monitoring attendance and recognise the importance of addressing any emerging gaps promptly. Staff use daily communication with parents and the school to ensure that children settle well. This collaborative approach helps to ensure that every child benefits from continuous support at the club.

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Children's welfare and wellbeing Expected standard

Children build good relationships with their key person. Staff are attuned to children's individual needs. For example, staff recognise when children need quiet time to support regulating their emotions. Staff respond in a caring manner and offer reassurance. This helps children to develop a secure sense of emotional wellbeing.

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Children's welfare and wellbeing Expected standard

Staff support children to make choices in their play and in selecting what they would like for snack, helping to promote their decision-making skills. However, during some parts of the routine, children do not consistently increase their independence. For example, staff are often quick to step in and complete tasks, such as pouring drinks for the children. This limits children from developing a solid foundation in their personal care skills. Staff promote healthy lifestyles with children. They provide healthy snacks for them to enjoy and promote hygiene practices. In addition, staff promote the development of children's physical skills. Inside the club, children show good hand-to-eye coordination as they make marks on their decoration. Children join in with dancing and moving in a variety of different ways. These opportunities help to strengthen core strength. Furthermore, staff promote children's safety effectively. They support children to develop an understanding of how to

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Children's welfare and wellbeing Expected standard

stay safe online through appropriate discussions. This helps children to develop an understanding of how to keep themselves safe.

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Inclusion Expected standard

Leaders and staff are passionate about supporting all children, including children with special educational needs and/or disabilities (SEND). They operate a flexible booking system that helps to meet the diverse needs of families. This helps to remove barriers to attendance and enable children to access the club that supports their care and development.

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Inclusion Expected standard

Leaders and staff have attended training on SEND and supporting the individual needs of children. This has enabled leaders to adopt a graduated approach to support children and help staff to identify emerging needs quickly. They work closely with parents and school teachers to remove barriers to children's learning. This ensures that support is coordinated, consistent and responsive to each child's needs. These collaborative partnerships enable leaders and staff to reflect on the learning environment and identify ways to meet the needs of all children. For example, staff have recently noticed that the room can become busy and noisy at peak times. They have introduced sensory dens and sensory boxes to create calm, quiet spaces where children can relax, self-regulate and refocus. These targeted adaptations help children to feel secure, reduce feelings of being overwhelmed and support their readiness to play and explore.

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Leadership and governance Expected standard

Leaders demonstrate an understanding of the setting's context. They understand the club's strengths and take action on areas that need further development. For example, leaders use parents, staff and children's views to adapt resources and activities for the different age groups of children. This ensures that activities remain accessible and suitable for all children.

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Leadership and governance Expected standard

Staff benefit from professional development opportunities that enhance their knowledge and support the needs of children. For example, recent training on emotion coaching has supported staff to develop their understanding in this area and collaborate with children to help regulate their emotions. Staff have implemented strategies such as breathing techniques and introduced quiet areas. This supports children to develop an understanding of managing their own emotions.

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Leadership and governance Expected standard

Leaders support staff wellbeing through regular check-ins. Staff report that they feel valued and well supported in the club. Leaders engage positively with parents and school teachers to support continuity in children's care and development. Parents praise staff for their commitment to providing personalised care and meeting children's needs.

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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

Staff create an engaging environment that encourages children to play and explore. Children arrive with a buzz of enthusiasm and quickly settle. Staff build warm and nurturing relationships with children and their families. Children demonstrate that they feel happy and safe. They seek out staff for cuddles and eagerly invite them into their play. Children move

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Inspector:

Danielle McEwan around the club, choosing activities to support their interests. For example, children engage in craft activities to develop their creativity skills. Children are confident members of the club. They share their ideas and views to inform the planning of club activities. This supports children to foster a sense of belonging and enjoyment at the club. Staff are positive role models. They provide a 'jelly bean' award to recognise children's positive and kind behaviours. This boosts children's self-esteem.

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Inspector:

Leaders promote children's attendance and warmly embrace the individuality of every child in their welcoming setting. All children, including those with special educational needs and/or disabilities, flourish at this club. Staff ensure that activities are inclusive and adapted to meet children's individual needs, enabling every child to participate fully and feel valued. Staff implement strategies to support children's individual needs. For example, staff have introduced a 'helpers' hat and apron' to encourage children's social skills in daily routines. This supports children to develop a sense of pride.

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Inspector:

Children demonstrate a positive attitude to play, engaging in group games cooperatively. Staff support children to make choices in their play and select what they would like for snack. This promotes children's decision-making skills and a sense of autonomy.

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Next steps

Leaders should consider how to further enrich daily routines to consistently encourage children to further develop their independence.

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About this inspection

The inspector spoke with leaders, staff 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:

St Mary's Parish Centre Featherstall Road Littleborough Lancashire OL15 8DW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Jellybeans Out Of School Club Partnership

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 17:45

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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 standard 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 standard 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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