Morris Green Out of School Club

Morris Green Out of School Club

Unique reference number (URN): EY431545 Address: St. Bedes C of E Primary Academy, Morris Green Lane, BOLTON, BL3 3LJ Type: Childcare on non-domestic premises Registered with Ofsted: 19/09/2011 Registers: EYR, CCR, VCR Registered person: St Bede's Childcare 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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Inclusion Strong standard

Inclusion is firmly embedded across the club. Leaders and staff know children extremely well. They are able to identify individual needs early through consistent communication with families, daily liaison with school and careful observation of how children manage routines, friendships and play. Leaders gain a clear, accurate picture of each child and act quickly when support is needed. Leaders remove barriers proactively. They have created a hardship fund and work with other professionals to identify children and families that may require extra support. This is used strategically and consistently so that children can attend trips, receive meals and access additional sessions. This ensures that financial pressures never limit children's participation or sense of belonging. Leaders also work with external professionals where appropriate, ensuring support is tailored, informed and sustained.

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Inclusion Strong standard

Children's cultural backgrounds, preferences and dietary needs are understood and reflected meaningfully in daily practice. Staff make thoughtful, proportionate adjustments, such as offering familiar foods, adapting activities or providing quieter, calming spaces, so every child can take part fully and comfortably. This demonstrates leaders' and staff's secure understanding of inclusive practice.

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Inclusion Strong standard

Leaders closely monitor children's engagement and progress. Regular communication between staff and families ensures support remains relevant, timely and effective. As a result, children confidently access all aspects of club life, feel valued as individuals and thrive within a culture, where inclusion is a shared, consistent expectation.

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Leadership and governance Strong standard

Leaders place children at the heart of their work. They know the setting well and have a clear, accurate understanding of its strengths and priorities. Their decisions support smooth daily operation and help create a calm, welcoming environment. Staff say leaders listen to them and provide thoughtful support. When staff have needed additional help at certain times, leaders have adjusted duties sensitively so they can continue in their roles. This stability means children are welcomed by familiar adults who know them well.

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Leadership and governance Strong standard

Professional development is purposeful and informed by leaders' understanding of practice. Staff engage in regular online learning and further training, including in special educational

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Expected standard

needs and/or disabilities and forest school. Training is closely aligned with what leaders observe, enabling staff to deepen their knowledge and refine how they support children. As a result, adults demonstrate confidence when guiding play, interactions and behaviour.

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Expected standard

Leaders maintain strong partnerships with the school. Information is shared promptly each day, helping staff understand how children are feeling when they arrive. Parents describe communication as open and helpful, reflecting leaders' commitment to consistent relationships. Joint work on homework support and online safety strengthens continuity for children across both settings.

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Expected standard

Leaders also consider children's longer term needs. Older children have helped shape plans for a Youth Zone, showing leaders value children's views and act on them. This inclusive approach results in a well run, responsive and forward thinking club.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and show positive attitudes towards being at the club. They understand the expectations and usually respond quickly when staff use familiar signals to gain their attention, which helps the group move smoothly between activities. Children increasingly manage routines with confidence and show awareness of what is expected at different points in the session.

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Behaviour, attitudes and establishing routines Expected standard

Children play cooperatively and show respect towards friends of different ages. They demonstrate patience when taking turns and listen to others' ideas during shared games and activities. When minor disagreements occur, staff guide children to reflect on their choices and think about how their actions may affect others. This supports calm resolutions and strengthens children's developing self-awareness.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between children and staff are positive, and children say adults help them understand feelings and behaviour. At times, a small number of staff provide brief instructions rather than clear explanations. Phrases such as 'be quiet' do not always help children understand why they need to adjust their behaviour or what they should do next, which means some interactions lack the clarity children require to respond confidently.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote regular attendance through flexible collection arrangements and support for families when needed. This helps children maintain consistent routines and feel settled when they arrive.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported through caring relationships and consistent routines. Staff know children well and notice quickly when they need reassurance, space or a quieter activity. This sensitive approach helps children feel safe, understood and able to settle comfortably. Routines run smoothly and give children a secure structure at the end of the school day. Staff offer gentle guidance so children can manage small tasks for themselves, supporting growing independence and confidence.

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Children's welfare and wellbeing Expected standard

Children's health needs are well considered. Staff are aware of individual medical needs and dietary requirements and ensure these are accommodated carefully. Alternative diets are respected and managed consistently at snack times, so children can eat safely and feel included alongside their peers. Children are encouraged to make healthy choices and understand how food and physical activity help them feel well and energised. In addition, children have regular opportunities to be active indoors and outdoors. They run, climb, play games and take part in energetic group activities, which helps them develop coordination, strength and physical confidence. Staff talk with children about how their bodies move and why being active is important for their health and wellbeing.

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Children's welfare and wellbeing Expected standard

Children are afforded appropriate privacy and dignity when using the toilet and managing their own self care needs. Staff supervise sensitively, offering help only when needed, so children feel respected while developing independence. Children experience attentive, thoughtful care that supports their physical health, emotional security and overall wellbeing. This helps them feel respected, confident and able to relax and enjoy their time at the club.

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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 at the club ready to unwind after school. Staff greet them warmly and know their routines and interests well. This helps children settle quickly and move smoothly into familiar practices, such as washing their hands and preparing snacks. Older children often guide younger ones, showing them where resources are kept or helping them use the hygiene station, which supports a strong sense of belonging.

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

Transitions from school are calm and well organised. Staff collect children directly and communicate regularly with school staff to understand how each child's day has been and to share any relevant information. This close working relationship helps staff respond sensitively to children's emotional needs and reinforces consistent messages about the importance of attending regularly and engaging positively in both school and club life.

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

Children choose from a wide range of activities that reflect their interests and energy levels at the end of the school day. Some immerse themselves in imaginative play, while others prefer quieter moments, drawing or reading in cosy spaces they create themselves. Shared conversations about football or themed events, such as 'I'm a Celebrity' challenges, help children build friendships and enjoy a sense of fun and achievement. Staff adapt activities thoughtfully so that children with special educational needs and/or disabilities, and those who face other barriers, can take part fully and confidently alongside their peers.

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

Expectations for behaviour are clear and consistently understood. Most children respond promptly to agreed signals and move sensibly between activities. Friendships are inclusive, and older children often encourage quieter peers to join games or creative tasks, helping to build their confidence and enjoyment. Children say staff 'help us think about what we are doing and how others feel', which supports their emotional understanding. Cultural traditions are reflected in activities, snacks and themed events, helping children feel recognised and valued. As a result, children feel safe, included and eager to attend the club, where they

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Inspector:

Kelly Little build positive relationships, develop confidence and enjoy a settled, rewarding end to the school day.

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Next steps

Leaders should strengthen consistency in staff explanations so children always understand expectations and the reasons behind behaviour guidance.

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About this inspection

The inspectors spoke with leaders, 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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Address:

St. Bedes C of E Primary Academy Morris Green Lane BOLTON BL3 3LJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: St Bede's Childcare 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 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

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

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