Crazy Crackers Ltd @ St. Bartholomew's

Crazy Crackers Ltd @ St. Bartholomew's

Unique reference number (URN): EY366713 Address: St. Bartholomews C of E Primary School, Ash Street, Great Harwood, BLACKBURN, BB6 7QA Type: Childcare on non-domestic premises Registered with Ofsted: 27/11/2007 Registers: EYR, CCR, VCR Registered person: Crazy Crackers Ltd

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

Children show positive behaviour and attitudes because expectations are clearly understood and applied consistently. They respond immediately to familiar verbal cues, turning to face staff without reminders. Children line up independently for outdoor play and collect their coats. This shows that routines are well established and that children take responsibility for what is expected of them.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children behave very well and demonstrate kindness and responsibility during play. Older children support younger children naturally as they join activities and explore resources together. They show consideration for others and help ensure everyone is included. For example, older children encourage younger ones to take part in team games and offer help when puzzles or activities become more challenging. Children celebrate positive behaviour together and talk about why these actions matter. This helps them understand fairness, cooperation and the shared expectations that guide daily routines.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders promote positive attitudes to attendance and punctuality. When a child does not arrive as expected, leaders check promptly and follow this up with the school. This consistent approach helps children settle quickly into sessions and stay positively engaged in the life of the club.

p.2

Children's welfare and wellbeing Strong standard

Children's welfare is supported through responsive and consistent care. Staff respond to children's emotional and day-to-day needs in a caring and considerate way. Children show that they feel emotionally secure at the club as they confidently approach staff to share how they are feeling. When they need time to themselves, children independently choose quieter activities, such as sitting under a blanket to look at a book. Other children notice when someone needs comfort and respond kindly, while staff remain nearby and attentive. This helps children feel safe, understood and supported.

p.2

Children's welfare and wellbeing Strong standard

Children's increasing awareness of healthy lifestyles is evident. Staff encourage children tothink about healthy food choices, and older children confidently confirm dietary requirements. In addition, children follow hygiene routines and understand why handwashing is important, which supports their health and wellbeing.

p.2

Children's welfare and wellbeing Strong standard

Staff support children's understanding of their own safety well. While taking part in digital dance games, staff talk with children about what to do if they feel worried or experience bullying when using video games at home. Children explain who they would speak to for help, which reassures them and supports their emotional safety. In addition, information is shared with parents about how to support children's online safety at home, reinforcing consistent messages between the club and families

p.2

Inclusion Strong standard

Staff recognise children's individual needs early and act promptly so children can take part fully in the club. Staff use their knowledge of all children, alongside information provided by parents and the school, to identify when children with special educational needs and/or disabilities (SEND), and those who require additional support may need help to join in.

p.3

Inclusion Strong standard

Staff make thoughtful adjustments that reduce barriers to participation, including for children who speak English as an additional language. They use key words from children's home languages and provide books in different languages so children can understand activities and feel represented. Expectations are adapted to reflect children's needs. This supports them to remain involved and take part alongside others. These approaches are embedded in everyday practice and used consistently.

p.3

Inclusion Strong standard

Leaders also recognise that some children may face barriers to accessing the club consistently. Where needed, they work flexibly with families and school to agree patterns of attendance that reflect children's individual circumstances, while maintaining their sense of belonging to the club. As a result, children with SEND, those who speak English as an additional language and those who require additional support can take part fully, remain engaged and participate positively in the life of the club.

p.3

Leadership and governance Strong standard

Leaders have effective oversight of the club and use this to evaluate and improve practice. The nominated individual visits the club weekly to monitor practice and staff wellbeing. Leaders have a secure understanding of how the setting operates daily. They regularly observe practice first hand and talk with staff. This helps them make informed decisions about what benefits children most. For example, leaders trialled a system where children observed staff practice and shared ideas about activities. Although children were interested at first, leaders noticed engagement reduced over time. They reviewed the impact and removed the approach when it no longer added value to children's experiences.

p.3

Leadership and governance Strong standard

Leaders manage staff workload and wellbeing thoughtfully. They maintain clear communication and provide mentoring or reassurance where needed. Staff report that this helps them feel confident and supported. Furthermore, professional learning is purposeful and focused on improving practice. Leaders use supervision and observation to identify individual development needs and provide training or mentoring accordingly. Leaders follow up training to check it has improved practice. As a result, children experience consistent care and support from staff who are confident in their roles.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

From the moment children arrive, they show that they feel confident and ready to enjoy their time at the club. They greet staff warmly and respond positively to visitors. They are comfortable meeting unfamiliar visitors, smiling, waving and engaging in conversation. Children readily invite others into their play and show pride in what they are doing. For example, when children engage in a car game, they invite the inspector to join them and explain the rules clearly. This openness shows that children feel secure and welcomed, which supports a strong sense of belonging.

p.4

About this setting

Leaders and staff arrange the space thoughtfully. The environment is calm and well organised. Staff ensure a range of age-appropriate activities. Children decide how they spend their time and move confidently between these activities. Younger children spend time in the role-play area, and older children collaborate with staff as they challenge them to a game of pool. This helps children make choices and develop independence. Children work together cooperatively, negotiate turn-taking and share resources without adult direction. This supports positive friendships and confidence in managing their own time and interests.

p.5

About this setting

Clear routines and expectations help children feel secure throughout the session. Leaders and staff apply routines consistently, and children respond promptly to familiar cues, for example, as they line up when choosing to go outdoors. Older children support younger children to understand routines by offering reminders and guidance. This consistency helps routines run smoothly and supports children to manage transitions with confidence.

p.5

About this setting

Emotional wellbeing is prioritised by leaders and staff. Children know where to go if they need reassurance and choose calmer spaces, when they feel unsettled. Staff respond calmly and sensitively, offering reassurance while allowing children space to regulate their emotions. Children recognise and express their feelings and show care for others. They offer comfort to friends who are upset. As a result, children feel secure, supported and able to enjoy their time at the club.

p.5

Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of all children.

p.5

About this inspection

The inspector spoke with the nominated individual, leaders, practitioners and children during the inspection.

p.5

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. Unique reference number (URN): EY366713

p.5

Address:

St. Bartholomews C of E Primary School, Ash Street Great Harwood BLACKBURN BB6 7QA

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 14:45 - 18:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.6

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7