St Winifred's Out of School Club

St Winifred's Out of School Club

Unique reference number (URN): EY474071 Address: St Winifreds Rc Primary School, Didsbury Road, Stockport, SK4 3JH Type: Childcare on non-domestic premises Registered with Ofsted: 06/03/2014 Registers: EYR, CCR, VCR Registered person: Complete Education Children's Services 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 behave well and follow the rules of the club. They are kind towards others and play cooperatively. This contributes to the calm and positive feel to the club. Leaders work closely with the host school to implement consistent rules and boundaries. They follow the same behaviour management policy as the school, and this helps to provide a seamless approach for children. Staff adapt the policy according to the age of children, and leaders express that they have seen a positive impact from the newly introduced strategies.

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Behaviour, attitudes and establishing routines Expected standard

Staff provide children with specific praise during their time at the club. They strive to identify children's achievements and share these with other staff, children and parents on collection. Children beam with pride as staff praise their creations. This helps to build on children's self- esteem and contributes to their positive outlook on their self-worth.

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Behaviour, attitudes and establishing routines Expected standard

Parents understand the club's attendance policy. For example, they let the club know if children are not attending that day. Communication is also held with the school and this helps to ensure children's safety.

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Behaviour, attitudes and establishing routines Expected standard

Routines are well established and understood by all children. Younger children know to line up while they put their high-visibility jackets on to walk over to the club. Once inside, they know where to place their belongings before either sitting for snack or going to play. They show a secure sense of belonging.

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Children's welfare and wellbeing Expected standard

Staff teach children how to keep themselves safe in a range of effective ways, for example through routines, such as agreed procedures to go for outdoor play, and discussions about topics, including internet safety. This helps children to develop an awareness of their own personal safety.

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Children's welfare and wellbeing Expected standard

Relationships between staff and children are secure. Younger children have a named key person who they can go to for emotional security. In addition, they form positive relationships with all staff. Children enjoy spending time playing games and making creations, and they are often observed laughing and holding conversations with the staff. Children are encouraged to follow positive hygiene routines. They wash their hands before eating and help themselves to tissues. Children choose from a variety of healthy foods, such as vegetable sticks and wholemeal toast. They access the outdoor environment, where they play games such as football and use larger-scale outdoor equipment. This helps to support children's physical health and wellbeing.

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Inclusion Expected standard

Many staff who work at the setting also work with children in the school. This helps them to know and understand children's individual needs and enables them to support them in the club. Some staff use their knowledge from training to use agreed strategies. For example, they use pictures on lanyards with children who require additional support to regulate their emotions. Staff also use what they know about children to help them during the session. For example, for children who need space to regulate, they have resources and pictures of interest that they can access to help them to feel calm.

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Inclusion Expected standard

Leaders are aware of children's medical care needs and implement policies to help them to be safe and included. For example, for children with severe allergies, they ensure that staff do not serve food containing that allergen in the club. This supports children to feel included and helps to keep them safe.

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Inclusion Expected standard

Leaders are aware of children who are known or previously known to children's social care. This helps them to support children during their time at the club with an understanding of children's individual circumstances and needs.

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Leadership and governance Expected standard

Leaders pride themselves on having an open culture where staff are confident to contribute their ideas and work together to bring about positive changes. For example, they have recently reflected on the routine for children as they arrive back from school. Leaders supported staff to make changes, and the impact is already having a positive impact as it is calm and seamless.

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Leadership and governance Expected standard

Parents comment positively about the club. They describe how staff communicate well, share information from school and use an online platform to highlight to parents any minor accidents that children have. This partnership helps to provide continuity for children.

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Leadership and governance Expected standard

Staff access mandatory training, such as first aid and safeguarding. They use an online training platform that enables them to choose and complete courses to support their practice. Leaders listen to staff and make efforts to enable them to complete additional training. However, they are not consistently proactive in identifying training needs that would benefit all staff to develop their practice even further.

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Leadership and governance Expected standard

Staff report that they enjoy working at the club. Leaders have an 'open door' policy that allows staff to share any concerns or issues they may have. They provide staff with ongoing feedback daily. Staff comment that leaders offer them support for their wellbeing, such as understanding their individual needs. Staff morale is high and their happiness at work is evident.

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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

The long-standing and dedicated team is committed to ensuring that children feel safe and that they have fun and enjoy their time at the club. It is clear that this is achieved. Children arrive from a busy school day and are eager to enter the club. The excitement fills the room as they arrive. They quickly settle down and make their own choices to play, relax or eat

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Inspector:

Savine Holgate snack with friends. Everywhere you look, children are included, engaged and are smiling widely.

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Inspector:

Children forge positive relationships with staff. They are comfortable to move around the club, engaging in play, games and activities with them. Children comment about their time at the club positively and are able to express who to go to if they need help. They show that they feel safe and secure.

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Inspector:

Children build friendships during their time at the club. They enjoy physical games outdoors and enjoy chatting about their day around the arts and crafts table. Older children are kind towards younger children. They help them with tasks, such as putting their belongings away, and understand the routines of the club, such as allowing the younger children to sit for their snack first.

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Inspector:

Children benefit from an environment that is welcoming, well organised and has many areas for children to play and explore. For example, some children engage in pretend play and can be found building with construction sets in small groups. Leaders cater for all children's interests and ensure that plans inspire children to join in with the activities on offer.

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Inspector:

Children develop independence skills during their time at the club. For example, even the youngest children wait patiently for their turn to spread toppings on their toast. Staff encourage children to try things for themselves, and children show a 'can-do' attitude.

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Next steps

Leaders should work with staff to develop more focused professional development opportunities that are closely matched to improving their knowledge and expertise.

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About this inspection

The inspector spoke with the childminder, 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:

St Winifreds Rc Primary School Didsbury Road Stockport SK4 3JH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Complete Education Children's Services Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,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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