Goslings Out of School Club

Goslings Out of School Club

Unique reference number (URN): EY391706 Address: Gawsworth Village Hall, Church Lane, Gawsworth, Macclesfield, SK11 9QY Type: Childcare on non-domestic premises Registered with Ofsted: 20/03/2009 Registers: EYR, CCR, VCR Registered person: Gosling, Shaun Michael

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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

Leaders have established a positive and welcoming environment, where expectations for behaviour are clear and understood by children and staff. Staff consistently reinforce routines and boundaries, which helps children to feel secure and settle quickly after the school day. As a result, children behave appropriately and show respect for one another.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between staff and children are warm and supportive. Staff know children well and respond sensitively to their individual needs. Older children are encouraged to act as positive role models, supporting younger children to join in and understand expectations. This helps children learn to cooperate, share and resolve minor disagreements with adult guidance.

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Behaviour, attitudes and establishing routines Expected standard

Leaders place appropriate emphasis on the importance of regular attendance and punctuality. Staff work with families and the host school to promote consistent routines, which supports children's wellbeing and engagement. Children attend regularly and are keen to take part in activities.

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Behaviour, attitudes and establishing routines Expected standard

Staff take account of children's ages, stages of development and individual circumstances when supporting behaviour. Expectations are realistic and flexible, and staff adapt their approach where needed. This helps children to develop confidence, positive attitudes and a sense of belonging within the club.

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Children's welfare and wellbeing Expected standard

Children feel safe, valued and secure within the club. Warm, trusting relationships with staff help children to settle quickly, and they are confident that adults will listen to them and respond appropriately to their needs. Older children naturally support younger ones, promoting a strong sense of belonging and inclusion.

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Children's welfare and wellbeing Expected standard

Key-person arrangements are well established and effective. Children know who to approach for comfort and reassurance, and staff have a secure understanding of each child's individual needs, preferences and routines, including those linked to rest, sleep, feeding and weaning where applicable. This supports smooth transitions from school to the club and helps children to feel emotionally settled. Staff promote children's personal safety through clear routines, consistent expectations and gentle reminders during daily activities. Staff demonstrate a clear awareness of children's individual requirements and adapt support as needed to ensure all children can participate safely. Children are encouraged to develop independence and take responsibility for their own care, such as washing hands before snacks, preparing food and managing resources. Staff understand how they would support disadvantaged children and those with special educational needs and/or disabilities by

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Children's welfare and wellbeing Expected standard

making reasonable adjustments to routines and activities to reduce barriers and support equal access.

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Children's welfare and wellbeing Expected standard

Children show positive attitudes towards healthy lifestyles and respond well to praise and encouragement. This area is not yet strong because systems for monitoring, reviewing and evaluating the impact of welfare and wellbeing practices are still developing and not yet consistently embedded across the provision.

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Inclusion Expected standard

Leaders promote an inclusive culture, where children are welcomed and supported appropriately. Staff work in partnership with families and the host school to gather relevant information about children's individual needs, emotional security and development. This enables leaders to identify children who may require additional support and to respond appropriately to emerging needs.

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Inclusion Expected standard

There are currently no children attending with special educational needs and/or disabilities. However, leaders and staff demonstrate a secure understanding of how children's needs would be identified, assessed and supported should this change. Staff are aware of the graduated approach (assess–plan–do–review) and understand their role in implementing agreed strategies alongside families and other professionals. Leaders recognise the reasonable adjustments they would make to routines, activities and the environment to reduce barriers and support participation.

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Inclusion Expected standard

Leaders monitor children's participation and development and review information regularly to consider children's progress from their starting points. Where concerns are identified, leaders work with families and the host school to provide appropriate support and review its effectiveness.

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Inclusion Expected standard

Leaders understand how early years pupil premium funding would be used, if applicable, to enhance resources, experiences or targeted support that promote inclusion and help reduce gaps in learning. Inclusion is developing as leaders continue to improve systems for evaluating impact, which are not yet fully embedded to meet a strong standard.

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Leadership and governance Expected standard

Leaders ensure the effective day-to-day management of the club and promote children's welfare, behaviour and learning appropriately. They provide clear oversight of practice, which helps to ensure that policies and procedures are understood and applied consistently. As a result, children benefit from a safe, well-organised and welcoming environment.

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Leadership and governance Expected standard

Leaders support staff through appropriate training and professional development opportunities that are focused on strengthening practice and building staff confidence. However, leaders are still developing their understanding of how to evaluate the quality of provision effectively. As a result, they are not always clear about the most precise actions needed to further improve practice across the setting.

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Leadership and governance Expected standard

Leaders place appropriate importance on staff wellbeing. Regular supervision arrangements are in place, and workloads are monitored to support staff effectively. Staff feel valued and are encouraged to share ideas and contribute to the development of the provision, which helps to inform and improve what is offered to children.

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Leadership and governance Expected standard

Leaders demonstrate a sound understanding of how they would identify and support disadvantaged children, those with special educational needs and/or disabilities or children known to social care, even though there are currently no children in these groups. They would use observations, information from parents and partnership working with the host school and local authority to inform decisions and put appropriate support in place.

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Leadership and governance Expected standard

Key-person arrangements are established and support children's transitions from home and school into the club. Leaders work in partnership with parents, the host school and the local authority to provide continuity of care and secure positive outcomes for all children.

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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 at the end of the school day and are welcomed by familiar, caring staff, who know them well. Staff understand children's individual starting points, including their emotional needs, confidence levels and social skills after a full day at school. This enables children to settle quickly, feel safe and secure and engage positively in the routine. Children know who to approach if they need reassurance or help, and staff respond calmly and sensitively, supporting children's emotional wellbeing and helping them to relax and enjoy their time at the club.

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

Children build strong, positive relationships with staff and peers. From their starting points, children make clear progress in developing social skills, such as cooperation, turn-taking and communication. Older children confidently support younger children to join in activities, helping them feel included and valued. With gentle adult guidance, children learn to resolve minor disagreements, showing increasing independence and empathy over time.

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

Children access a wide range of activities that reflect their interests and needs after a busy school day. They are supported to make choices, manage routines and take responsibility for tasks, such as preparing snacks and tidying resources. This supports progress in confidence, independence and self-care skills, preparing children well for their next steps both within the club and in school.

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

Staff understand how to support disadvantaged children and those with special educational needs and/or disabilities by reducing barriers to participation through inclusive practice, flexible routines and close partnership with families and the school. Where needed, staff adapt activities and provide targeted support to ensure all children make progress from their individual starting points. Overall, children feel valued, included and happy, attend regularly and develop skills that support their ongoing learning and personal development.

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Address:

Gawsworth Village Hall Church Lane Gawsworth Macclesfield SK11 9QY

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Gosling, Shaun Michael

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 03:15 - 17:45

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Next steps

Leaders should continue to develop an accurate evaluation of practice to ensure continual improvement to benefit children's development.

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About this inspection

The inspector spoke with leaders, children and staff 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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