St Gabriel's Whizz Kids

St Gabriel's Whizz Kids

Unique reference number (URN): EY411703 Address: St. Gabriels Catholic Primary School, Well Lane, Alsager, STOKE-ON-TRENT, ST7 2PG Type: Childcare on non-domestic premises Registered with Ofsted: 20/07/2010 Registers: EYR, CCR, VCR Registered person: Kirsten Forster & Susan Stanway 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 Strong standard

Staff successfully create a balance between a relaxed yet organised approach to children's care. This is largely because routines are very well established, which children find immensely reassuring. Children diligently hang up their bags and coats and confidently greet staff, who are pleased to see them. Children show a strong sense of belonging, fostered through well-structured routines.

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Behaviour, attitudes and establishing routines Strong standard

Children are frequently kind to each other and play harmoniously together. Older children take care of those who are younger, checking on their welfare and encouraging them to join in. For instance, children move aside, creating space for smaller peers to reach and see a doll's house. This consideration and empathy for others' feelings is consistently exemplary.

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Behaviour, attitudes and establishing routines Strong standard

Staff teach children the importance of manners. Staff often say 'please' and 'thank you', showing children how to be polite. Children respond well to this and copy these positive interactions. To illustrate, children say 'excuse me' to get staff's attention, showing impeccable manners.

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Behaviour, attitudes and establishing routines Strong standard

Staff swiftly register children's attendance at the commencement of the session to ensure everyone is accounted for. This meticulous monitoring system helps to ensure safe supervision of children. Leaders reinforce the importance of regular attendance so children benefit fully from the sessions offered.

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Inclusion Strong standard

Staff are highly inclusive, and children thrive because their individual needs are well understood and consistently met by conscientious and hard-working staff. Staff communicate openly with teachers and leaders from the host school. They share important information about children every day. This helps children to make a smooth transition between the settings because everyone understands children's changing needs.

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Inclusion Strong standard

There is something to satisfy everyone's abilities and preferences. A 'calm space' offers children toys that support relaxation, while more energetic children have space to run and be active outside. This wide variety means there is something to support and interest everyone after a busy day at school.

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Expected standard

Staff play alongside children with passion, energy and purpose. Older and younger children enjoy different interactions from staff. For instance, younger children experience nurturing encouragement, which satisfies and boosts their excellent emotional confidence. Older children like to take ownership of small responsibilities, such as tidying away games after playing. This adapted and inclusive practice helps to ensure everyone is offered highly tailored care and their needs are very well met.

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Children's welfare and wellbeing Expected standard

Hygiene procedures are established, and children independently manage their personal care needs. For instance, they wash their hands while staff supervise to check this is completed with care. Children's physical health is well supported.

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Children's welfare and wellbeing Expected standard

Healthy snacks are offered to sustain children during their short time in the setting. Food offered is nutritious, and children make informed choices. Staff cater for a number of children with allergies or dietary requirements. Staff are cautious during food service to promote inclusion and safety for everyone present.

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Children's welfare and wellbeing Expected standard

Children share positive relationships with the staff who care for them. Children benefit from a consistent and experienced team of staff who are kind, caring and fun. In turn, children are settled and happy.

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Children's welfare and wellbeing Expected standard

Detailed policies and procedures are in place to promote consistency in staff practice and ensure children's ongoing safety and welfare. However, staff and leaders have not prioritised rigorous review of some of these procedures to check whether they would benefit from being updated or strategically adapted as new children and staff join the setting. This means leaders have fewer opportunities to routinely assure themselves that safeguarding and welfare arrangements continue to reflect the changing needs of the setting.

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Leadership and governance Expected standard

Leaders and staff have a clear and simple vision that drives their daily practice. They strive to create a happy and nurturing environment where everyone, including parents, staff and children alike, feels safe and can flourish. This is successfully achieved because staff keep this goal at the centre of all of their efforts. This is a high-quality club, led by a capable and passionate team.

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Leadership and governance Expected standard

Staff enjoy the convenience of online training and have completed plenty of different courses beyond mandatory requirements. Staff's knowledge is good and continually improving.

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Leadership and governance Expected standard

Parents and staff communicate well together to ensure children enjoy seamless care between home, school and the club. However, staff do not consistently ask parents to critique the service. As a result, leaders do not always gather parental feedback systematically to inform improvement planning and shape future development.

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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 eagerly arrive after a busy day at school. There is an electric buzz of excitement in the atmosphere at arrival time as children show genuine intrigue in the games that await them. Staff greet children with a friendly hello and a welcoming smile. Children enjoy their time spent in this stimulating and exceptionally caring setting.

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Inspector:

Michelle Jacques Staff offer children a fun space where they can be themselves. Children's laughter and giggles rebound throughout this club. This exemplifies the strong sense of enjoyment and contentment children display. Staff provide children with an impressive variety of different activities and games. Children play number bingo collectively when they arrive. This helps to create a sense of togetherness and sets the tone of collaborative play for the rest of the session. Younger children enjoy being superheroes and using their imagination. They challenge each other with their 'special powers' and play chase, exerting their energy freely. Older children enjoy playing board games. They follow rules and take turns, enjoying the challenging and thought-provoking games. Staff plan and prepare some activities, while others are more spontaneous and child initiated. This balance helps to ensure that children

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Inspector:

remain busy and fulfilled. Staff ask children what they would like to play with and they respond by requesting art and craft activities. They enjoy making seasonal decorations, showing focus and expressive creative flair. Linking the programme of play to children's interest in this way successfully retains children's engagement and curiosity in their play.

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Next steps

Leaders should strengthen the rigour and frequency with which policies and procedures are reviewed and strategically adapted to ensure they closely meet the ever-changing needs of children and staff. Leaders should extend effective partnerships with parents to include their feedback on the service they experience and ensure improvements reflect those who access the setting.

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About this inspection

The inspector spoke with leaders and practitioners 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. Gabriels Catholic Primary School, Well Lane Alsager STOKE-ON-TRENT ST7 2PG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Kirsten Forster & Susan Stanway Partnership

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 14:45 - 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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