Busy Bodies Big Kids Club

Busy Bodies Big Kids Club

Unique reference number (URN): EY368930 Address: Euxton St. Marys Catholic Primary School, Wigan Road, Euxton, Chorley, Lancashire, PR7 6JW Type: Childcare on non-domestic premises Registered with Ofsted: 18/07/2008 Registers: EYR, CCR, VCR Registered person: Busy Bodies (Euxton) Ltd

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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

Children display positive attitudes and behaviours throughout the club. They regularly contribute to the 'pick and mix' planning process, choosing activities and experiences for everyone to enjoy. Children participate in the children's club council where they develop an appreciation for collaborative decision-making and confidently share their ideas and suggestions. Across the club, children are given choice and autonomy. This active involvement ensures that children feel respected and valued and reinforces positive attitudes, decision-making, responsibility and engagement.

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Behaviour, attitudes and establishing routines Strong standard

Staff continuously model expected behaviours. Children show a strong awareness of routines and respond confidently to expectations. They instinctively follow expectations such as storing their coats and washing their hands before snack. These well-established routines support children's independence and self-regulation. When conflict arises, staff intervene calmly and appropriately. This fosters a harmonious, respectful atmosphere, where children feel safe, valued and able to contribute meaningfully.

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Behaviour, attitudes and establishing routines Strong standard

Children take responsibility for their own actions and show pride in helping the club run smoothly. Dedicated monitors play an important role as they supervise and manage cloakrooms and toilet areas. Children learn about responsibility and how to keep themselves and others safe.

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Behaviour, attitudes and establishing routines Strong standard

Leaders recognise the importance of attendance and work in close collaboration with parents and the host school to ensure that any barriers to attending are overcome. For example, welfare checks are conducted to ensure children's wellbeing and engagement remain central.

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Children's welfare and wellbeing Strong standard

Leaders and staff cultivate secure and trusting relationships with children. They create an environment where children feel safe, valued and supported. These strong attachments enable children to develop confidence in exploring their surroundings and building positive, social interactions with their peers. Children are empowered to express their emotions and feelings. As a result, they develop strong self-esteem, emotional resilience and confidence.

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Expected standard

Children are encouraged to develop their independence and self-care skills. Staff inspire children to make choices, manage personal tasks and take increasing responsibility for their own wellbeing and that of others. Leaders and staff prioritise children's welfare and emotional development. They ensure that children's needs are recognised and responded to promptly. Staff listen carefully to children, help them talk about their feelings and provide reassurance when needed. The well-embedded key-person system is highly effective in supporting smooth transitions. This helps children to settle quickly and maintain a secure base throughout their time in the club.

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Expected standard

Staff actively engage children in meaningful discussions about safety, including how to stay safe online. This helps children to understand risks and make informed decisions. The introduction of regular 'power down days', where electronic devices are not used, further supports children's awareness of healthy digital habits.

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Inclusion Expected standard

Leaders and staff demonstrate a satisfactory understanding of how to identify and assess children's unique needs. They use enrolment forms, observations and partnerships with parents and carers to ensure that any emerging concerns are recognised early. This helps to secure any additional support needed. Leaders work effectively to reduce barriers to attendance by building positive relationships with families and school staff. They offer flexible support where needed and create a welcoming and inclusive environment in which all children feel safe and valued.

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Inclusion Expected standard

Leaders and staff monitor children's progress and engagement. They work in close collaboration with school staff to complement children's learning and support smooth transitions. They share relevant information to ensure children's needs are consistently met. As a result, children flourish and succeed.

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Inclusion Expected standard

Children with special educational needs and/or disabilities are supported particularly well. Leaders and staff engage proactively with families and relevant professionals to ensure children receive any additional support they require.

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Leadership and governance Expected standard

Leaders have a clear oversight of the club. They use this knowledge to create a supportive environment where children's needs are quickly identified and addressed. Leaders demonstrate an understanding of their strengths and weaknesses. They use reflective practice and engagement with parents to guide decision making and inform continuous improvement. For example, following a recent parent satisfaction survey, leaders have used the feedback obtained to devise a detailed improvement plan for the club. The open communication and collaborative approach help families to feel fully involved in the club. Partnerships with the host school continue to develop. Staff workload and wellbeing are managed carefully, with leaders implementing supportive systems and recognising achievements. These measures contribute to a positive and motivated staff team. Staff feel valued and well supported.

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Leadership and governance Expected standard

Staff benefit from regular and purposeful supervision sessions. They are encouraged to reflect on their practice and learn from their peers. Professional development opportunities are offered for core elements, such as first aid, safeguarding and food hygiene. However, training is not yet precisely targeted to enable staff to fully develop their practice, knowledge and skills.

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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 thoroughly enjoy attending this warm and welcoming club. Enjoyment, belonging and opportunity are central. From the moment children arrive, they are welcomed into a vibrant environment where they participate in a wide range of activities. Children engage in physical play, creative opportunities, quiet reflections and collaborative games. They are supported to explore their interests and develop new skills at their own pace.

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

The club is a true hive of activity. Children's laughter and chatter can be heard in abundance. Strong relationships between staff and children create a welcoming atmosphere, and a sense of safety and security underpins daily experiences. Children feel relaxed and confident, knowing that their voices are heard and their presence is valued.

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

Staff give considerable attention to addressing and reducing any barriers to engagement and wellbeing, particularly for children with special educational needs and/or disabilities or those who may be disadvantaged. Close collaboration with school staff and a deep understanding of each child's individual needs ensure children thrive. Staff take time to adapt activities, provide appropriate support and ensure that every child can participate fully and meaningfully.

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

The club is very much a space that belongs to the children. They are encouraged to exercise autonomy by devising activities and experiences that reflect their interests and ideas. Children are also involved in helping with the smooth running of the club, fostering a sense of responsibility, independence and pride in their environment. As a result, children develop confidence, resilience and positive social skills within a club that feels inclusive and empowering. Children truly benefit from attending this nurturing club, where they thrive, feel respected and enjoy being themselves. Furthermore, children learn about the wider world through the sponsorship of children in Gambia.

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Next steps

Leaders should consider the identification of professional development opportunities for staff, to ensure a positive impact on the quality of provision and staff practice.

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Address:

Euxton St. Marys Catholic Primary School Wigan Road, Euxton Chorley Lancashire PR7 6JW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Busy Bodies (Euxton) Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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About this inspection

The inspector spoke with leaders, staff, 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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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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