Zigzags @ St Patrick's Ltd

Zigzags @ St Patrick's Ltd

Unique reference number (URN): EY332753 Address: St Patrick's Primary School, Radnor Drive, SOUTHPORT, Merseyside, PR9 9RR Type: Childcare on non-domestic premises Registered with Ofsted: 28/03/2006 Registers: EYR, CCR, VCR Registered person: Zig Zags @ St Patricks 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 Expected standard

Children live up to the high expectations that staff have for how children should behave. They take part in developing the club's rules for their behaviour and proudly display these around the club hall. Staff are expert role models. They model kind behaviours to children. For example, if children become upset, staff offer hugs and kind words, which are readily accepted. Children at the club, including those with special educational needs and/or disabilities, have positive and nurturing relationships with staff. Children in the early years enjoy sitting on staff's knees when they arrive at the club. This helps them to settle well into the club's routines. As a result, the club is calm and children play in harmony with each other.

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Behaviour, attitudes and establishing routines Expected standard

Leaders rightly promote good attendance. They support parents and carers and children to understand the importance of being a regular attender at both school and the club. Leaders and staff emphasise how regularly attending the club can enhance children's wellbeing. This develops a keen sense of belonging for children.

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Behaviour, attitudes and establishing routines Expected standard

At times, staff are too eager to take over completing tasks that children are clearly able to do for themselves. For example, during snack times, staff give out plates and beakers. They serve children with their snack and pour their drinks for them. At these times, children's independence is not well supported. Children do not develop the resilience to complete tasks for themselves.

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Children's welfare and wellbeing Expected standard

Leaders and staff support children's welfare and wellbeing effectively. Children are collected from their classrooms at the host school by staff from the club who know them well. Children transition from school to the after-school club with ease and are keen to begin playing with their friends. They show that they are very settled and enjoy being at the club.

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Children's welfare and wellbeing Expected standard

Staff make certain that children understand the routines, such as when it is time to stop playing and tidy up. Staff have a clear understanding of the requirement to ensure that children are supervised when eating. This helps to keep children safe.

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Children's welfare and wellbeing Expected standard

Leaders make certain that children have daily access to outdoor play and eat healthy snacks while at the club. Staff talk often to children about eating healthily and being active. Children develop a secure understanding of how to lead healthy lifestyles.

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Children's welfare and wellbeing Expected standard

Staff build trusting relationships with children. This enables children to feel confident and comfortable to approach staff to talk about their emotions or events that upset them. Together, staff and children find ways to overcome emotional difficulties. Children develop a secure sense of emotional wellbeing.

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Inclusion Expected standard

Leaders and staff have a secure knowledge of children's needs and interests. They share information with the host school and parents and carers well, such as about the needs of disadvantaged children and those with special educational needs and/or disabilities (SEND).

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Inclusion Expected standard

Leaders make certain that they follow advice from external experts. For example, leaders attend meetings held in the host school with professionals who support children with SEND to discuss the needs of individual children. Leaders make effective links with school staff and parents, observe children closely and listen to what children have to say. This helps leaders to assess individual children's needs and interests and plan for their arrival at the club.

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Inclusion Expected standard

Highly trained leaders with responsibilities for supporting children with SEND at the club meet with the host school's specialists in SEND. Such effective partnership working ensures children experience success in their wider social experiences. However, leaders have not considered staff training needs regarding how to assess and review children's needs. This means that some staff do not implement this approach successfully.

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Leadership and governance Expected standard

Leaders know the strengths of their provision. They share pertinent information with the host school and have respectful relationships with parents and carers. Leaders make effective use of questionnaires for both parents and children. This informs how leaders improve their after-school provision in the best interest of children, such as the club routines and play equipment.

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Leadership and governance Expected standard

Leaders and staff plan regular 'Zigzags Got Talent' shows to enable children to celebrate what they enjoy and what they do well. All children, including those with special educational needs and/or disabilities, are fully included in the fun activities of the club. This increases children's confidence and breaks down barriers for children.

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Leadership and governance Expected standard

Staff benefit from regular meetings with leaders to discuss their role at the club. As playworkers, they feel valued and supported in their role. Leaders engage well with the local authority to provide high-quality training for staff about their role as playworkers. This ensures staff continually improve their work with children. Leaders carefully observe staff's work with children and how they organise the club's resources. They ensure that staff have a manageable workload, and they support their work-life balance successfully.

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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 happy and settle quickly into the club. This is because staff build positive and respectful relationships with children. Children, including those who are disadvantaged and those with special educational needs and/or disabilities, are proud to be part of Zigzag's after-school club children's committee. They relish the responsibility to make decisions and to report to staff the views of other children at the club. All children are given an opportunity to take part in the club children's committee. For instance, they take turns across each term to be part of the committee. Staff listen to children and, where possible, implement their suggested changes, such as about the club's routines, games to play and the food provided.

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Inspector:

Andrea Vaughan Children develop a healthy respect towards the different views of other people. They are pleased to be part of the after-school club and love attending.

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Inspector:

Children adore playing with their many friends at the club. They enjoy close relationships with other children, including some that they may not have spent time with during the school day. This supports children's ability to mix with others and to develop healthy friendships. Children enjoy choosing from the resources and meaningful play opportunities that staff provide. For example, children have opportunities to relax on the comfortable cushions or play football outside to use up their energy. They benefit greatly from the healthy teatime snacks that staff provide, just to tide them over until they arrive home.

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Inspector:

Leaders and staff work closely with parents and carers, children and the host school. Leaders attend important meetings with school staff and external experts to ensure they gain a full picture of children's needs. This close work ensures that, mostly, staff are well equipped to support children when they attend the club.

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Next steps

Leaders should enhance staff's practice to support children's independence. Leaders should strengthen staff's knowledge about assessing and reviewing the needs of children with SEND so that children receive the right level of support.

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About this inspection

The inspector spoke with leaders, staff, children and the special educational needs coordinator 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 Patrick's Primary School Radnor Drive SOUTHPORT Merseyside PR9 9RR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Zig Zags @ St Patricks Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:50,Monday,Tuesday,Wednesday,Thursday,Friday : 15:20 - 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

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