Schools Out Club - St Stephens

Schools Out Club - St Stephens

Unique reference number (URN): EY281273 Address: St Stephens School, Trethosa Road, St. Stephen, St. Austell, Cornwall, PL26 7PX Type: Childcare on non-domestic premises Registered with Ofsted: 09/02/2005 Registers: EYR, CCR, VCR Registered person: Smith, Yvonne Louise Mary

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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

Children's behaviour and manners are exemplary. Children are kind and caring towards each other. Staff support children to develop turn-taking skills as they play with friends. Staff are positive role models for children. They speak with each other in a respectful, kind manner and children copy this as they speak with their friends. Children show a real sense of belonging and clearly feel safe and content. They thoroughly enjoy spending time here. Children show great teamwork as they play. They are thoughtful of their friends' feelings and staff are quick to praise their kindness. This promotes a strong sense of community. For example, as children construct a path of stepping stones from large rubber bricks, they giggle as they support each other holding hands. Children develop their sense of balance and control as they travel along the path. They cheer each other's success as they reach the end of the path and staff praise their efforts.

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Behaviour, attitudes and establishing routines Strong standard

If children are booked in for a session and do not attend, staff liaise with school staff and parents to check children's wellbeing. Leaders are reflective and have adapted their booking system to promote greater flexibility and access to the provision for parents, meaning parents can book a place up to and including the day care is required.

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Children's welfare and wellbeing Strong standard

Leaders prioritise children's welfare and wellbeing. The key-person arrangements promote children's confidence. Children know who to turn to for reassurance and help, and staff understand individual children's needs and personalities. Staff have high expectations of children and support them to understand and follow expected rules and boundaries. Staff build positive relationships with children and the high-quality care children enjoy supports their wellbeing, independence and emotional security to blossom.

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Children's welfare and wellbeing Strong standard

Staff build bonds with families they support. This promotes consistency in care. Parents speak positively about the setting. Their children enjoy the activities the staff provide. Parents value how well staff know their children and say their children wish they could attend every day as they have so much fun. Children thoroughly enjoy playing with friends. Staff build strong bonds with children and know them well as they support them during their school time too. This promotes continuity of care.

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Children's welfare and wellbeing Strong standard

Staff teach children to take responsibility for their personal hygiene needs. Good hygiene practice, such as handwashing before meals and after toileting, are well established. Staff support children to develop their awareness of a healthy lifestyle. Snack time routines and expectations are in place, and these ensure snack times are sociable and enjoyable for the children. Staff teach children daily healthy habits that increase wellbeing. They speak with them about the importance of drinking water, telling them their bodies and minds work most effectively when well nourished. Children chat about their school day while refuelling on a range of fruits and healthy snacks.

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Inclusion Strong standard

Children with special educational needs and/or disabilities, and those who face barriers to learning, receive high levels of support. Leaders and staff know the children they care for extremely well. Leaders have effective partnerships with parents, teachers and other professionals. They hold detailed frequent discussions with parents and school staff and they know children's characters and needs very well. The daily handover from school to after-school club staff is comprehensive and staff enquire of any specific medical or care needs they need to be aware of each day. This promotes high standards of welfare.

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Inclusion Strong standard

Children from a wide variety of backgrounds are well supported to access a wide range of activities and opportunities. Leaders build flexibility into the length of sessions children attend, to enable more families to benefit from the high-quality care the setting provides. Staff interact frequently with children, and this helps strengthen children's confidence and contentment. The children enjoy the activities the staff provide. Parents value how well staff know their children and say their children wish they could attend every day as they have so much fun.

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Inclusion Strong standard

Children lacking confidence or those finding interacting with others a challenge, receive bespoke support and encouragement. All children engage positively at the setting and show confidence sharing their ideas or asking for help or guidance. All children clearly feel valued, heard and included. Leaders prioritise training to further strengthen the care they provide. For example, they ensure professional development of skills and knowledge is a key component of every staff meeting. This valuable learning supports all staff to continuously deepen their knowledge and skills.

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Leadership and governance Strong standard

Leadership is purposeful. It puts children's needs and experiences at the centre of every decision. Staff receive a high-quality induction before working with children. This supports them to have the skills, knowledge and confidence to fulfil their roles and responsibilities. Leaders and staff work effectively as a team. Robust systems are in place to support the safety and wellbeing of children. Staff prioritise keeping children safe. Leaders promote the safeguarding responsibilities of staff. They routinely and regularly review and enhance staff knowledge of keeping children safe. Leaders maintain effective oversight of day-to-day practice, promote a consistently high standard of care and support staff in providing an organised environment for children they are eager to enter.

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Leadership and governance Strong standard

Families who require extra support receive targeted interactions that help guide them towards funding paths or support services that can help. Leaders signpost families towards services, such as the local food bank or additional funding streams that afford children the access to more sessions at the setting.

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Leadership and governance Strong standard

Staff have established daily routines for preparing the club. They risk assess the space before children arrive and ensure it is welcoming and the activities are inviting. Staff wellbeing is a high priority for leaders. Staff feel valued and appreciate the regular support visits they receive from leaders. Leaders carry out regular staff supervisions and monitor workload. Leaders value and appreciate ideas and suggestions from staff. They use these to adapt and enhance the provision.

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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 settle quickly, interacting well with staff and friends as they chat about their day. Routines are well embedded, and children show confidence in these. Staff speak to children with warmth, care and respect and children follow their example and treat each other with

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About this setting

Unique reference number (URN): EY281273 kindness. Staff know children's characters and interests very well as many of them also work with children during their school day. On entering the after-school club, children swiftly settle and enjoy activities of their choosing. Children share extremely well with each other. They enjoy the wide range of activities on offer. Children have new felt-tip pens available and excitedly experiment with them. They enjoy exploring the wide range of colours and shades and draw and chat animatedly for a sustained time. Children are respectful of each other. They take turns in conversations and praise each other's artistic efforts. All children demonstrate a real sense of belonging. The atmosphere is calm and productive and all children thrive. Children enjoy a daily healthy snack. Staff carefully select foods that ensure they cater for allergies and food preferences and support children's health and wellbeing.

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About this setting

Staff interactions are warm and respectful. Children thoroughly enjoy chatting with them as they play. Staff are excellent role models for children. This has a positive impact on children's behaviour and supports them to form meaningful, respectful relationships with their peers. They share toys, games and resources well without adult support. Younger children approach staff for cuddles and comfort when they tire from their busy day. Leaders robustly monitor attendance and promote a booking system that balances their families' need for flexible childcare while still taking steps to ensure children's attendance best supports wellbeing and welfare. They work well with parents to support children's successful transition to school.

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About this setting

Staff promote children's understanding of the benefits of regular exercise and fresh air. They provide many opportunities for children to play outside, enjoying team sports and playing with small-scale equipment. Children display high levels of wellbeing as they mingle, chat happily and laugh with children of different ages.

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About this inspection

The inspector spoke with leaders, staff, 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:

St Stephens School Trethosa Road, St. Stephen St. Austell Cornwall PL26 7PX

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Smith, Yvonne Louise Mary

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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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