Out of School Kids Club UK Ltd

Out of School Kids Club UK Ltd

Unique reference number (URN): EY443795 Address: Much Woolton Catholic Primary School, Watergate Lane, LIVERPOOL, L25 8QH Type: Childcare on non-domestic premises Registered with Ofsted: 13/04/2012 Registers: EYR, CCR, VCR Registered person: Out of School Kids Club UK Ltd

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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 and staff establish clear and consistent routines that help children to understand how to behave and participate positively in the club. On arrival, extra time is planned for younger children to settle, hang up their coats and find out what activities are set up in the spacious environment. As a result, children in the early years settle quickly into play and follow the structure of the session with confidence.

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Behaviour, attitudes and establishing routines Strong standard

Staff model calm and respectful behaviour. Staff consistently use clear explanations to guide children's choices. They encourage children to listen to one another, take turns and share resources. Staff interact warmly and responsively, and children seek them out to share achievements, such as drawings, and to invite them into role play. This collaborative approach supports children's wellbeing and helps maximise development opportunities.

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Behaviour, attitudes and establishing routines Strong standard

Children behave extremely well and show consistently positive attitudes. Older children demonstrate high levels of maturity, empathy and cooperation. This creates a harmonious and welcoming environment in which all children feel respected, listened to and valued. Children consistently demonstrate polite manners without needing reminders, and show high levels of care and consideration for their peers. The club successfully promotes punctuality and attendance. Children respond well to staff's consistent approach.

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Children's welfare and wellbeing Strong standard

Children feel safe, secure and emotionally supported in the provision. Staff greet them warmly on arrival and engage in meaningful conversations about their school day. This helps them settle quickly, reinforcing a strong sense of belonging. Key-person systems are highly effective, particularly for younger children. Staff build trusting relationships and personalise care practices to meet children's needs, including those with special needs and/or disabilities. Staff respond promptly and sensitively to varying needs.

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Children's welfare and wellbeing Strong standard

The club promotes children's physical development by offering regular outdoor play in a well-maintained and well-resourced environment, supporting children's overall wellbeing. Mealtimes are calm and well supervised. Staff sit alongside children to encourage safe eating and model positive social interactions. Children develop healthy habits and independent self-care routines. They consistently follow embedded hygiene practices, access drinks throughout the session and choose from a range of healthy snack options.

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Children's welfare and wellbeing Strong standard

Leaders actively support children to recognise, express and manage their emotions to promote self-regulation and support all children to participate fully. Staff offer clear guidance and support children to manage simple risks, including how to stay safe online. They ensure children learn to be healthy and active from an early age through well-established consistent routines. Children enjoy attending and experience care that supports their wellbeing.

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Inclusion Expected standard

Children benefit from a welcoming and supportive environment. Staff know children and families very well and respond successfully to their individual needs. Leaders understand how to identify and assess children's unique needs. They are proactive in removing barriers to participation, ensuring that children with special educational needs and/or disabilities or from disadvantaged backgrounds, are supported to access the inclusive environment. For example, they offer flexible support, where needed, and share information with relevant professionals.

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Inclusion Expected standard

Leaders and staff monitor children's progress and engagement. Key persons adapt activities to complement children's learning and smooth transitions. Staff ensure appropriate resources are in place to enable all children to be included. Staff are aware of children's differences, their circumstances and any emerging needs of all children. This means, focused individual plans are swiftly put in place and staff can act quickly respond to any possible barriers to children's full participation.

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Inclusion Expected standard

Leaders collaborate with school staff and have close parent partnerships. Parents comment positively about the club's commitment to offer flexible arrangements that benefit the wellbeing of the child and the whole family. Staff promote children's understanding of diversity through projects and discussions. As a result, children are respectful of different customs, cultures and each other.

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Leadership and governance Expected standard

Leaders have an accurate and clear understanding of the club's strengths and the areas that need further development. Leaders have a clear oversight of the club. They use reflective practice and engagement with parents to guide decision-making and inform continuous improvement. For example, leaders have used recent feedback to devise a detailed improvement plan to access new funding from the local authority and extend the outdoor provision. This open communication and collaborative approach helps families feel fully involved in the club.

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Leadership and governance Expected standard

Leaders evaluate the provision regularly and partnerships with the host school continue to evolve and shape their priorities. They use this information to refine routines, adjust resources and identify areas that would benefit from further development. Staff workload and wellbeing are managed carefully, with leaders implementing systems and celebrating achievements. These measures contribute to a positive and motivated staff team. Staff feel well supported and valued.

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Leadership and governance Expected standard

Staff benefit from purposeful supervision sessions and are encouraged to reflect on their practice and learn from their peers. Professional development opportunities are offered for statutory training, such as first aid, safeguarding and food hygiene. However, training is not yet precisely targeted to enable staff to fully develop their practice, knowledge and skills.

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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 arrive with a buzz of excitement and settle quickly into the calm and welcoming environment. Staff greet children warmly and check how they are feeling after the school day. The handover from school is smooth and well supervised, helping children to arrive confidently. Clear routines mean that children know what to do as soon as they enter. For instance, they hang up their coats and wash their hands before choosing an activity. These familiar steps help children develop a sense of belonging and feel secure.

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About this setting

Unique reference number (URN): EY443795 Children are confident members of the club. They share their ideas and views to inform the planning of club activities. Staff are positive role models. They enthusiastically praise children's positive and kind behaviours. This boosts children's self-esteem and wellbeing. Staff value children's individuality and respond sensitively to their needs. Some children benefit from spending time in a quieter space before joining group play. Other children use personalised resources to help them to feel ready to re-engage. Younger children are supported well by older peers, who show them how to prepare healthy snacks, and take part in outdoor group activities. These interactions help create a harmonious atmosphere in the club and encourage collaborative play.

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About this setting

Leaders work effectively with parents to remove barriers and identify ways to meet the needs of all children. For example, they have recently introduced sensory dens to create calm, quiet spaces, where children can relax, self-regulate and refocus. Staff benefit from purposeful supervision sessions. However, training is not yet precisely targeted to fully develop their knowledge and skills. Parents and carers describe the club as warm and flexible. Children behave well and consistently show positive attitudes. Children enjoy their time and thrive at this happy and welcoming out-of-school club.

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Next steps

Leaders should consider ways to target professional development more precisely to staff's needs so training strengthens practice and improves consistency.

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About this inspection

The inspector spoke with the nominated individual, out-of-school club manager, designated safeguarding lead, staff, parents 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.

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Address:

Much Woolton Catholic Primary School Watergate Lane LIVERPOOL L25 8QH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Out of School Kids Club UK Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 17:45

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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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