Goslings Out Of School Club

Goslings Out Of School Club

Unique reference number (URN): EY551016 Address: Bollington St Johns C E Primary School, Grimshaw Lane, Bollington, Macclesfield, SK10 5LY Type: Childcare on non-domestic premises Registered with Ofsted: 19/09/2017 Registers: EYR, CCR Registered person: Gosling, Shaun Michael

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding. This puts children at significant risk of harm.

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Safeguarding standards not met

Leaders are unable to show evidence of staff being recruited safely, including casual staff members and volunteers. Robust checks were not in place and readily available to view at the time of inspection to confirm staff suitability. This compromises children's safety.

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Safeguarding standards not met

Staff who are responsible for the setting are unable to confidently implement their safeguarding knowledge and therefore cannot offer support and guidance to children, other staff members and parents. Procedures for reporting concerns regarding children's welfare and safety are not fully understood or embedded by leaders. Safeguarding policies are outdated and not reviewed regularly.

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Safeguarding standards not met

Arrangements for staff induction, supervisions and training are not in place. As a result, any issues of concern, gaps in training or confidentiality are not addressed or supported.

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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 eagerly anticipate their name being called in the classroom for the out-of-school register. They show excitement as they meet their play worker, sharing stories about their day. This shows the positive bond between staff and children. Children show sustained levels of involvement when engaged in self-chosen activities. They demonstrate friendly and respectful behaviour, using good manners and the ability to share fairly. Staff are attentive to any potential disputes and help mediate any disagreements. For example, children ask staff to intervene when other children do not share. They explain everyone should have a fair turn. Children respond well and act quickly.

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Behaviour, attitudes and establishing routines Expected standard

Children play collaboratively and share the same interests. As an example, children build, create and play imaginatively with empty boxes. Staff facilitate this well by providing resources and ideas to keep the activity alive.

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Behaviour, attitudes and establishing routines Expected standard

Parents comment on how their children often express their preference to stay at the out-of- school club because of their enjoyment and involvement. To strengthen children's positive

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Urgent improvement

attitudes further, staff should identify any children who face potential barriers to their wellbeing, collaboratively liaising with staff and other care providers.

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Children's welfare and wellbeing Urgent improvement

Leaders do not ensure that staff have relevant training that is necessary to keep children safe. There is not always at least one person with paediatric first-aid training on the premises when children are present. At times, only one person is present, and they do not hold a first-aid certificate. This does not ensure that staff can act quickly and appropriately if children are injured or unwell.

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Children's welfare and wellbeing Urgent improvement

Children are not always fully supervised when eating and sometimes eat while they play. Staff do not have enough understanding of safer eating, including about choking and specific children's additional needs, to ensure that children are kept safe at all times.

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Children's welfare and wellbeing Urgent improvement

Generally, children are offered a welcoming space where they enjoy time to socially interact and have the freedom to embrace activities that they self-choose. This creates a positive atmosphere. Children are offered a variety of healthy snacks. This contributes to developing knowledge around healthy lifestyles. Relationships between staff, children and parents are positive, with attachments being secure and trusting.

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Children's welfare and wellbeing Urgent improvement

Staff check with children how they are feeling, and their emotional wellbeing is considered. For example, children who access the club after completing extra-curricular physical activities are asked how they are. Staff ensure that children rehydrate and are offered a snack. Children respond gratefully and thank staff. This reflects the respectful culture that has been embedded.

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Inclusion Urgent improvement

Staff do not always have enough information about children's individual needs. They are not always aware, for example, if children have special educational needs and/or disabilities or face other barriers to their wellbeing. This does not ensure that children's needs are met effectively and any barriers reduced. Although staff sometimes make adaptations for children, these are not well planned or considered carefully to make sure they are appropriate. For example, some of the adjustments staff make result in children being left unsupervised while eating or while accessing online material.

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Inclusion Urgent improvement

Leaders have not made sure there are effective arrangements in place for communication between staff, parents and the school regarding children's additional needs and requirements. Staff therefore do not obtain necessary information to help them take steps to ensure that attending the setting has a positive impact on all children's experiences and opportunities. However, all children are equally valued as individuals by leaders. They have access to a variety of resources that are age appropriate and cater for their interests.

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Leadership and governance Urgent improvement

The setting has faced significant changes in terms of leadership and management. The provider recognises this is an area for priority and improvement. However, they do not have an oversight of what is needed to keep children safe. Policies and procedures, particularly in relation to children's safety, are not monitored and reviewed effectively or kept up to date. This compromises children's welfare.

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Leadership and governance Urgent improvement

Multiple breaches of statutory requirements highlight concerns around leaders' integrity and their ability to make decisions based on ensuring children's full safety, particularly those with special educational needs and/or disabilities or those who face barriers to their wellbeing.

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Leadership and governance Urgent improvement

There are not effective arrangements in place to ensure the suitability of staff or monitor their practice. Weaknesses are not identified or addressed where necessary. The provider is unclear about their duty to support staff and leaders' wellbeing, monitor their workload and meet any training needs. As a result, staff and leaders are unable to fulfil their roles adequately.

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Leadership and governance Urgent improvement

Leaders have an understanding of what is needed to improve but are not proactive in driving change and improvement. Partnerships with parents are weak. The provider does not ensure that staff and leaders gather and share information appropriately to ensure that children's needs are consistently met.

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Compulsory Childcare Register requirements

This setting has not 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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What it's like to be a child at this setting

Weaknesses in the provision mean that children's safety and welfare are compromised. Leaders understand that policies and procedures need to be in place, but these are not followed consistently and implemented thoroughly enough. Although they strive for high- quality care, leaders have not ensured that all staff have sufficient knowledge of how to always keep children safe. Staff do not receive enough support, gain correct training or access supervisions, resulting in inconsistencies of care.

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

Children are greeted by staff with warmth and enthusiasm as they start their out-of-school session. Staff engage in conversations about their day and what they have been learning about. For instance, children show their old toys as part of their school project and topic. This helps children feel valued and listened to.

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

Children appear happy and enjoy exploring the activities that are on offer. For example, children play collaboratively with the play dough, developing their imagination and creating meaningful conversation among themselves.

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

Children are encouraged to develop their independence. As an example, they wash their hands and prepare their own fruit for snack. This builds on skills for future self-sufficiency. Parents appreciate the flexibility the club offers when unexpected care is needed. They are not fully aware of staff absences but feel confident with who cares for their children. Parents hear information from various sources. This method of communication is not transparent and therefore can be misleading.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare register and Ofsted intends to take enforcement action.

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Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date:

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Address:

Bollington St Johns C E Primary School Grimshaw Lane, Bollington Macclesfield SK10 5LY

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put in place effective arrangements to identify and support children

with special educational needs and/or disabilities. 29/01/2026

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About this inspection

The inspector spoke with the provider, the appointed person in charge and a support play worker 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. Type: Childcare on non-domestic premises

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About this inspection

Registered person: Gosling, Shaun Michael

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:55,Monday,Tuesday,Wednesday,Thursday,Friday : 03:30 - 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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