Fixby Out of School Club

Fixby Out of School Club

Unique reference number (URN): EY277740 Address: Fixby Junior & Infant School, Lightridge Road, Huddersfield, West Yorkshire, HD2 2HB Type: Childcare on non-domestic premises Registered with Ofsted: 15/01/2004 Registers: EYR, CCR, VCR Registered person: Baggley, Angela

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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

Leaders establish high expectations for behaviour through a shared ethos that consistently mirrors the school's own values. Children follow routines with ease and demonstrate a secure understanding of safety. For example, they independently seek adult assistance to move furniture to ensure the environment remains organised. Practitioners use a successful restorative approach, providing age-appropriate explanations that empower children to manage their emotions and understand how their actions affect others.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between practitioners and children are warm and trusting. Staff use tools such as visual sand timers with precision to help children prepare for transitions, maintaining a calm and purposeful environment. Children demonstrate a culture of kindness and mutual respect. They are quick to notice when peers need help, such as spontaneously assisting others to pick up items they have knocked over.

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Behaviour, attitudes and establishing routines Strong standard

Leaders take a strategic approach to attendance, working closely with parents and school to monitor absences and promote the importance of punctuality. Staff precisely identify and implement reasonable adjustments for children with special educational needs and/or disabilities. This consistent support ensures all children thrive in an environment that values their unique circumstances.

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Inclusion Strong standard

Leaders have embedded a deeply inclusive culture, where every child is treated as an individual. They are highly effective at identifying and assessing needs quickly, particularly for children with special educational needs and/or disabilities. For example, practitioners use 'All About Me' profiles to tailor care from the outset. This allows them to identify a child's likes, dislikes and any potential barriers to learning, alongside critical medical or dietary requirements.

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Inclusion Strong standard

Practitioner training on a step-by-step approach ensures children receive targeted support. Practitioners expertly adapt the environment in real time. They place resources like marbles in large trays on the floor to meet sensory preferences and allow children to explore with their whole body. Practitioners further accommodate individual needs by offering specific food preferences during mealtimes. Close partnerships with school staff through shared digital systems ensure a consistent approach to children's well-being.

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Inclusion Strong standard

This support effectively reduces barriers for disadvantaged children and those who may be known to children's social care. Leaders demonstrate a commitment to families by making reasonable adjustments, such as providing discreet access to essential items. While no children currently receive early years pupil premium funding, leaders understand how to use this strategically to support future outcomes.

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Children's welfare and wellbeing Expected standard

Care practices are responsive in meeting children's individual needs. Key persons establish secure and responsive relationships, providing sensitive support that promotes a strong sense of emotional security. Practitioners ensure that children facing barriers to their wellbeing, including those with special educational needs and/or disabilities, receive tailored care. For instance, staff empower children to lead decisions on the level of physical support they require during transitions, which develops independence while ensuring they feel safe.

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Children's welfare and wellbeing Expected standard

Mealtimes are used to promote social skills and healthy choices. Leaders implement precise health and safety protocols to manage complex dietary requirements. For example, through focused preparation routines and specific serving practices that mitigate risk. Practitioners promote children's understanding of their physical development and personal safety. They engage children in purposeful discussions about oral health and help them understand risks, such as online safety, in an age-appropriate way.

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Children's welfare and wellbeing Expected standard

While hygiene routines are established, practitioners are not yet consistent in providing children with clear explanations during handwashing. As a result, children are not given every opportunity to understand how these specific actions support their own health and physical wellbeing.

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Leadership and governance Expected standard

Leaders are committed to providing a high-quality service and have established an ethos of mutual respect shared by the staff team. They maintain effective, collaborative links with the school to ensure important information is shared to support children's welfare. Partnership with parents is a strength. Parents report that communication is effective and they value the reliable and flexible service provided. Children are safe and well looked after at the club.

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Leadership and governance Expected standard

Staff feel supported in their roles and appreciate that leaders consider their wellbeing and workload in their decision-making. To ensure the team is equipped to support children with diverse needs, leaders facilitate professional development, including required training for safeguarding, first aid and food hygiene. Leaders carry out daily evaluations of the sessions. However, monitoring of practice is not always sharp enough to ensure the quality of daily interactions is at the same high level across the team. For example, oversight has not identified where the quality of engagement during routine tasks is variable. As a result, staff practice is not consistent in helping all children understand how to keep themselves healthy.

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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 thrive in this nurturing and highly inclusive environment. They benefit from a child- led approach, where their voices are heard. For example, they take pride in selecting resources and planning activities through open discussions about their preferences and interests. Children are safe and feel a deep sense of belonging, evidenced by the warm, inquisitive way they greet visitors and invite them into their play.

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

The transition from the main school is seamless and orderly. Younger children demonstrate high levels of confidence and independence as they mirror the positive behaviours of older

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About this setting

Unique reference number (URN): EY277740 peers while walking safely to the club. Older children act as confident role models through a well-embedded buddy system, showing kindness by assisting younger children with tasks, such as managing their personal belongings. This collaborative culture ensures that even the newest children feel settled and supported from their very first session.

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About this setting

Children are highly motivated and enjoy their time at the club. They engage in a diverse range of activities, such as construction modelling and creative role play. Children show great pride when their achievements are celebrated and displayed. Practitioners prioritise children's emotional wellbeing by providing a screen-free space, where social interaction is at the heart of the session. Children are encouraged to recognise and express their feelings, helping them navigate social setbacks with resilience.

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About this setting

Practitioners know the children well and provide sensitive, tailored care that reduces barriers to wellbeing. This is particularly effective for disadvantaged children and those with special educational needs and/or disabilities, who receive the targeted support they need to succeed alongside their peers. These experiences successfully build the social skills and independence children need to be well prepared for their next steps in education.

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Next steps

Practitioners should refine personal hygiene routines to enable children to better understand how to support their own health and wellbeing. Leaders should strengthen the monitoring and impact of daily routines to ensure staff practice is consistent.

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About this inspection

The inspector spoke with leaders, practitioners, 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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Address:

Fixby Junior & Infant School Lightridge Road Huddersfield West Yorkshire HD2 2HB

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:20 - 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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