Goxhill Out of School Club.

Unique reference number (URN): EY291170 Address: Goxhill CP School, North End, Goxhill, Barrow-upon-Humber, South Humberside, DN19 7JR Type: Childcare on non-domestic premises Registered with Ofsted: 27/07/2004 Registers: EYR, CCR, VCR Registered person: Goxhill Out of School Club. Committee

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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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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are prioritised effectively. Young children are supported to develop their independence skills, for example, as they practise cutting and learn how to use scissors safely. Staff provide clear guidance and supervision, helping children to manage age-appropriate risks with confidence. Children are supported to learn about personal skills, health and wellbeing through a range of carefully planned activities.

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Children's welfare and wellbeing Strong standard

Staff give children sufficient time to think and respond to questions, which supports their confidence, communication and sense of value. The setting works closely with the pre- school and school to ensure continuity in care and learning, helping children to feel emotionally secure as they move on to their next stage.

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Children's welfare and wellbeing Strong standard

Staff build warm, trusting relationships with children. They plan and provide meaningful opportunities for children to express themselves, develop friendships and strengthen their social skills, which supports children's emotional wellbeing.

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Children's welfare and wellbeing Strong standard

Leaders promote a strong culture of care and inclusion. They implement a range of effective strategies to support children's personal, social and emotional development, including for those with special educational needs and/or disabilities. As a result, children feel safe, supported and valued within the setting.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established a positive environment, where expectations for behaviour and daily routines are clear, consistent and well understood by both children and staff. This supports a calm and orderly atmosphere, where children know what is expected of them.

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Behaviour, attitudes and establishing routines Expected standard

Staff build warm and respectful relationships with children. They act as positive role models, speak to children kindly and listen to them, helping children to feel secure and confident within the setting.

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Behaviour, attitudes and establishing routines Expected standard

Children are supported to collaborate and get along with others. Staff provide gentle guidance to help children share, take turns and manage minor disagreements, which supports the development of positive social skills and friendships.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote the importance of punctuality and regular attendance, working in partnership with families to establish consistent routines that support children's wellbeing and engagement.

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Inclusion Expected standard

Children with special educational needs and/or disabilities are supported well. Staff demonstrate a secure understanding of children's individual needs and make appropriate adaptations to the environment, their practice and daily routines to ensure all children can access experiences and feel included.

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Inclusion Expected standard

Families who may face barriers to learning are warmly welcomed and valued within the setting. Positive relationships with parents support shared understanding of children's needs and promote continuity of care.

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Inclusion Expected standard

To strengthen practice further, leaders should implement additional strategies to consistently recognise and celebrate each child's individuality and unique background, helping to deepen children's sense of belonging and representation within the setting.

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Leadership and governance Expected standard

Leaders have created a friendly, welcoming and engaging environment, where children are settled, happy and eager to attend. The positive ethos of the setting supports children's enjoyment and sense of belonging.

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Leadership and governance Expected standard

Long-standing staff demonstrate commitment and passion for their roles. They speak positively about their work and the support they receive from leaders. With regular wellbeing meetings, leaders provide ongoing guidance and maintain a supportive culture that contributes to staff morale and consistency of care.

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Leadership and governance Expected standard

The open-door policy encourages transparent communication. Staff feel confident to share concerns or seek advice, and they trust that leaders will respond appropriately and in a timely manner. This culture of openness supports effective teamwork and contributes to the smooth running of the setting.

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Leadership and governance Expected standard

Leaders and staff are reflective in their practice. They regularly evaluate what is working well and identify areas for development, showing a willingness to adapt and improve. This reflective approach helps to strengthen practice, enhance outcomes for children and ensure the provision continues to meet children's individual needs.

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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 are confident, happy and engaged in this setting. They talk to peers and adults about their learning with enthusiasm. Children proudly talk about their displays around the room, they explain the rules of the setting that they have agreed together, they interact well with peers and adults and demonstrate good behaviour and respect towards others.

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

Children suggest activity ideas, such as playing bingo and making biscuits, which are implemented throughout the term to ensure children are engaged and their ideas are

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Address:

Goxhill CP School North End, Goxhill valued. This demonstrates how the setting is actively seeking and listening to the views and experiences of children.

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Address:

Outdoors, children enjoy a wide range of engaging resources and facilities, they enjoy exploring the parachute, they create their own games and explain the rules to their peers. They carefully navigate balance beams and climbing frames, they run around and enjoy playing football.

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Address:

Children help with preparing snack for their peers. They make a tally of their peers' snack choices before helping prepare and serve. Children use manners and demonstrate their understanding of an embedded routine. They help themselves to fruit and drinks, they spread butter on their toast and talk about their favourite foods.

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Address:

Children move freely around the club, independently choosing activities that reflect their interests. For example, they engage in craft activities while talking about their day with their peers. Children are eager to show adults their creations, and staff use positive language and praise effectively to promote children's confidence and self-esteem.

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Next steps

Leaders should develop ways to promote and celebrate children's uniqueness further.

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About this inspection

The inspector spoke with leaders, staff and children 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. Barrow-upon-Humber South Humberside DN19 7JR Type: Childcare on non-domestic premises

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About this inspection

Registered person: Goxhill Out of School Club. Committee

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:40 - 08:55,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 07:40 - 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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