Cool Kidz @ Langho

Cool Kidz @ Langho

Unique reference number (URN): EY554021 Address: Billington And Langho Community Centre, Off Whalley Rd, Langho, Blackburn, BB6 8AB Type: Childcare on non-domestic premises Registered with Ofsted: 11/10/2017 Registers: EYR, CCR, VCR Registered person: Community Council of Lancashire

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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

Behaviour is consistent across the club, and children contribute to a calm and orderly environment. Staff are clear about how they expect children to behave. This mirrors the approach used in school, helping children understand boundaries across the day. Adults speak to children calmly and respectfully. When disagreements arise, staff talk children through what has happened and encourage them to consider how their actions affect others. Children are supported to resolve small issues independently where appropriate. This helps them develop self-control and respect for others.

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Behaviour, attitudes and establishing routines Strong standard

Routines are well established. Following the register, younger children independently use the toilet, wash their hands and know to line up for snack. Older children wait their turn patiently and help maintain the smooth running of the session. Staff use simple strategies to gain attention, such as raising their hand as a signal. When staff provide instructions about what will happen next, children listen carefully, tidy up and move on to their chosen area of play. This clear structure helps children manage transitions confidently.

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Behaviour, attitudes and establishing routines Strong standard

Attendance is monitored carefully. Staff record absences and contact families, where children do not attend as expected. Leaders send reminders about attendance expectations so that arrangements are clear. This supports consistent routines and helps children understand the importance of regular attendance.

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Children's welfare and wellbeing Strong standard

Children demonstrate that they feel safe and emotionally secure. Their welfare is central to daily practice. Staff supervise closely and remain actively involved in play. During outdoor games, such as 'What's the time Mr Wolf?', adults position themselves carefully and give clear reminders about safe movement. Children play confidently and take appropriate risks, knowing staff are nearby and attentive.

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Children's welfare and wellbeing Strong standard

Care routines are embedded and promote both health and independence. During mealtimes, staff remind children about hot food and moving safely around the tables. Children help themselves to water and clear their own plates when finished. Staff remain attentive and respond calmly if accidents occur, explaining what to do next and why hygiene matters. This supports children's understanding of personal responsibility and safe habits.

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Children's welfare and wellbeing Strong standard

Leaders have considered how the environment affects children's comfort. They recognise that the high ceilings can increase noise levels and have organised quieter areas, including a small library space and a beanbag area. These adjustments give children space to step away from the busy hall when needed. This supports them to manage their own comfort and regulation within a safe and well-organised environment.

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Inclusion Strong standard

Leaders place inclusion at the centre of the club. They identify children's needs early and work closely with the school special educational needs coordinator and families to ensure strategies are consistent across both settings. Staff make practical adjustments so children can take part fully. For example, children use the same visual aids as they do in school to support understanding and choice, selecting their breakfast using these prompts. These secure partnerships support continuity of care.

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Inclusion Strong standard

Staff adapt support to remove barriers and promote emotional wellbeing. Where children require a gradual start, leaders agree a phased increase in sessions with families so children can build confidence over time. This approach supports children to feel secure and ready to take part. In addition, a dedicated sensory space provides children with a calm area when needed.

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Inclusion Strong standard

Staff respond flexibly, offering reassurance or alternative strategies depending on what works best for each child. For example, they teach children simple signs to support communication with their friends. This helps everyone to understand and include one another. Leaders review strategies regularly with families and the school to ensure children continue to access the full range of experiences. As a result, children with additional needs participate fully, and inclusion is embedded across the session.

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Leadership and governance Strong standard

Leaders provide clear direction and oversight of the club. They understand the setting's strengths and priorities and review practice regularly to ensure it continues to improve for children. They monitor daily practice, supervision and attendance to ensure systems work consistently and expectations remain high. Regular supervision meetings give staff time to reflect on how sessions are running and identify where further support or development is needed. This consistent oversight means children experience a well-organised session, where routines run smoothly.

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Leadership and governance Strong standard

Professional development is carefully targeted. Leaders identify training needs based on the children attending the club and the strengths and development needs of individual staff. For example, staff have strengthened their knowledge in supporting children with sensory and communication needs as these needs have increased within the group. Leaders also continue to build their own knowledge so that practice keeps pace with children's changing needs and staff develop their skills and confidence. Furthermore, staff wellbeing is prioritised through additional supervision and buddying where appropriate. This ensures children are cared for by confident, well-supported staff, who respond quickly when adjustments are needed.

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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 excitedly greet staff as they collect them from school. They transition seamlessly, knowing what is expected of them. For example, they wait in agreed areas, line up calmly and listen carefully as staff check names against the register. When staff remind them to lower their voices, children respond immediately. Expectations are clear and consistently followed. This helps children settle quickly and start the session calmly.

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

Children take pride in their club. They introduce themselves to visitors and speak openly about what they enjoy. Older children describe the club as 'cool' and value being able to vote

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Address:

Billington And Langho Community Centre Off Whalley Rd, Langho on activities and meals. Children talk positively about playing games, such as football, and appreciate having a say in what happens during the session. They move confidently between activities, choose where they want to play and manage routines independently. Younger children follow the lead of older children and quickly settle into routines. Children with special educational needs and/or disabilities join in alongside others and take part fully. Across the session, children build confidence and independence within a settled and supportive community.

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Address:

Staff support children to build warm relationships and feel emotionally secure. Children notice when others are upset and offer comfort. Children turn to adults when they need support, and staff help them put their feelings into words. Staff guide children to resolve small disagreements calmly. This helps children feel understood and learn how to manage emotions and friendships in a busy out-of-school environment.

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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.

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About this inspection

The inspector spoke with the nominated individual, leaders, practitioners 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. Blackburn BB6 8AB Type: Childcare on non-domestic premises

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About this inspection

Registered person: Community Council of Lancashire

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Thursday,Friday : 15:30 - 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

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

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