The Frantastic Club @ Norwood

The Frantastic Club @ Norwood

Unique reference number (URN): EY413651 Address: Norwood Primary School, Norwood Crescent, SOUTHPORT, Merseyside, PR9 7DU Type: Childcare on non-domestic premises Registered with Ofsted: 24/08/2010 Registers: EYR, CCR, VCR Registered person: Taylor, Frances Suzanne

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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 have established a calm, respectful and well-organised environment, where children clearly understand the expectations for their behaviour. Children behave well and show positive attitudes throughout the session. They move confidently between activities and respond calmly to staff's guidance, demonstrating that expectations are well embedded. Relationships between staff and children are warm and respectful. Staff model positive behaviour and provide calm and consistent support. Children seek adults for reassurance and guidance and respond positively to support. This helps children to feel secure and supports positive behaviour across the session.

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Behaviour, attitudes and establishing routines Strong standard

Staff support children well to work together and get along with others. During outdoor play, mixed-age groups of children take part in team games, such as football. Children agree teams fairly so that older and younger children play together. Older children support their younger peers by explaining rules and offering encouragement. This promotes cooperation, inclusion and positive social interaction.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote the importance of attendance and punctuality. Staff communicate closely with schools and families and follow up promptly when children do not attend as expected. Flexible arrangements support families to maintain regular attendance, helping children to experience consistency in care.

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Children's welfare and wellbeing Strong standard

Leaders place children's welfare and wellbeing at the heart of their work. Care practices are responsive and tailored to children's individual needs, ensuring that children feel safe and settled as they arrive from the school day. Staff are attentive to how children are feeling and provide reassurance, conversation or calm activities where needed. This helps children to unwind after school and engage positively in the session.

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Children's welfare and wellbeing Strong standard

Children demonstrate confidence and security when interacting with unfamiliar adults. They greet visitors politely, introduce themselves confidently and talk about what they enjoy at the club. Children understand appropriate boundaries and remain close to staff when visitors are present. They show that they feel safe and confident in wider social situations. Furthermore, staff promote children's understanding of online safety. Regular discussions help children to recognise unsafe or unkind behaviour online and know when to seek adult support. As a result, children develop confidence in keeping themselves safe.

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Children's welfare and wellbeing Strong standard

The club promotes children's understanding of healthy lifestyles effectively. Children make healthy snack choices, follow hygiene routines independently and take part in regular outdoor play that supports physical development. These approaches help children to develop positive habits and understand how to care for themselves. Children receive support to recognise, express and manage their emotions. Staff provide calm guidance and space when children need time to regulate their feelings after busy school days. Children become increasingly confident in communicating how they feel.

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Inclusion Strong standard

Leaders demonstrate a highly inclusive ethos that is embedded across the setting. They know children and families well. Staff identify children's individual needs quickly and accurately, particularly for children with special educational needs and/or disabilities and those who face barriers to accessing out-of-school provision. Staff use information from families, schools and other professionals effectively to agree support promptly and respond flexibly as needs change.

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Inclusion Strong standard

Staff reduce barriers to participation through thoughtful adaptations and flexible approaches. They adjust environments, routines and expectations to meet children's needs, including providing tailored emotional support. For example, staff support children who use den- building to regulate their emotions by helping them create safe, manageable spaces and explaining risks calmly. This enables children to remain engaged while learning how to manage their behaviour safely. As a result, children with special educational needs and/or disabilities participate confidently alongside their peers.

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Inclusion Strong standard

Leaders take decisive action to support families during times of difficulty. The setting offers respite care for children who would otherwise be unable to attend after-school or holiday provision. Flexible session arrangements support families who work shifts or experience changing circumstances. Leaders monitor children's attendance closely and follow up promptly when children do not attend as expected. Furthermore, leaders review children's progress regularly, drawing on observations and information shared by schools and families to check whether support strategies are helping children to engage, build confidence and develop new skills. This helps leaders to identify emerging barriers early, refine support where needed and ensure that children receive consistent and inclusive care when they need it most.

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Leadership and governance Strong standard

Leaders demonstrate a clear understanding of the context of the out-of-school club and the community it serves. They use this knowledge to plan provision strategically, ensuring that the club remains responsive to families' changing circumstances. Leaders adapt arrangements promptly when needed so children experience a smooth and reliable service. In making decisions about the provision, leaders prioritise the needs of children who may face barriers to attending, including those with special educational needs and/or disabilities and those experiencing challenging family circumstances. This supports children to continue to access the club and benefit from consistent care and social experiences.

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Leadership and governance Strong standard

Leaders evaluate the strengths of the club accurately and use this to drive improvement. They reflect on practice regularly and use feedback from staff and parents and carers to identify priorities. For example, leaders reviewed how staff support high-energy play and clarified their expectations through supervision sessions and team discussions. This helps staff to respond consistently and ensures that children, including those who require additional support with behaviour or regulating their emotions, participate safely alongside their peers.

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Leadership and governance Strong standard

Leaders align professional development with staff's wellbeing. They use supervision sessions to identify staff's development needs. Leaders provide mentoring or targeted training where required. Partnership with parents is open and flexible. This helps leaders to respond quickly to children's individual needs and maintain continuity of care.

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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 experience a warm, nurturing and emotionally secure environment, where they feel a deep sense of belonging. Staff know children very well and respond sensitively to their emotional needs as they arrive from school. They use information shared by teachers to understand how children are feeling and respond appropriately. Staff offer reassurance, conversation or calm activities where needed. As a result, children settle quickly, approach staff readily for comfort and demonstrate very positive emotional security throughout the session.

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

Day-to-day organisation is calm and purposeful. It supports children to develop independence and responsibility. Younger children manage their own handwashing and make choices at snack time, while older children take turns washing up and helping to care for shared spaces. Children wait patiently, cooperate with one another and understand what is expected of them. These consistent expectations support children's positive behaviour, self-confidence and a sense of fairness and responsibility.

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

Inclusive practice ensures that children with special educational needs and/or disabilities receive effective support. Staff make thoughtful adaptations, including providing quiet spaces, sensory resources and flexible groupings. They adjust their expectations sensitively so that children are supported to regulate their emotions safely while remaining fully included in activities. As a result, children participate confidently, develop independence over time and feel a sense of belonging alongside their peers.

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

Children benefit from a well-balanced environment that offers calm indoor spaces and extensive outdoor provision. Indoors, children choose from a wide range of activities that support relaxation, creativity and social interaction. Outdoors, mixed-age play is purposeful and inclusive, with older children supporting their younger peers during team games and shared tasks. Children demonstrate kindness, cooperation and enjoyment in playing together. This supports children's positive relationships and emotional wellbeing.

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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, the manager, staff, parents and carers 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

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Address:

Norwood Primary School Norwood Crescent SOUTHPORT Merseyside PR9 7DU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Taylor, Frances Suzanne

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:40 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 17:40,Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:50

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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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Age range of children at the time of inspection

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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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

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

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