S4YC Out of School Club - Willaston

S4YC Out of School Club - Willaston

Unique reference number (URN): EY432634 Address: Willaston C of E Primary School, Neston Road, Willaston, NESTON, CH64 2TN Type: Childcare on non-domestic premises Registered with Ofsted: 05/09/2011 Registers: EYR, CCR, VCR Registered person: S4YC Limited

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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 and routines in the setting are very secure. Staff have clear routines and expectations in place that support and mirror those set by the school, for consistency. The robust routines and expectations promote a high level of positive behaviour from children in the setting. Children learn manners, respect and politeness. They communicate with each other and the staff in a respectful manner. Children know what is expected of them and follow the rules and boundaries.

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Behaviour, attitudes and establishing routines Strong standard

Children benefit from a positive environment, where they develop positive interactions and relationships with their peers and others. Children learn to share and take turns. They develop respectful and polite relationships with their peers and others. Staff consider the individual needs of children when supporting their behaviour, for example offering calm spaces to help them to control their emotions. Leaders and staff identify individual children's triggers and ensure all staff are aware of how to address these in order to support individual children's needs.

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Behaviour, attitudes and establishing routines Strong standard

Leaders work with the on-site school to monitor children's attendance. Where children are consistently not attending, leaders work with parents and carers to address any concerns or potential issues. They address and report any persistent or recurring patterns to ensure the ongoing safety of children.

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Children's welfare and wellbeing Strong standard

Children's welfare is given paramount importance in this setting. Staff work closely with parents and carers, other providers and any agencies involved to ensure that each child receives support tailored to their individual needs.

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Children's welfare and wellbeing Strong standard

Routines are key in promoting independence for all children. Children benefit from discussions about healthy eating. They talk confidently about their choices of fruit and vegetables at snack time and why these are important for their growing body. They learn about effective hygiene practices, such as the importance of handwashing, and highlight the importance of oral health and toothbrushing.

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Children's welfare and wellbeing Strong standard

The key-person role is well established in the setting, and as a result, children are happy and secure. Effective transition processes support children who struggle with settling in, which has helped parents to settle children quickly. Children talk about their feelings, and staff support them to make positive choices. Children who are new to the setting are supported effectively to settle quickly and build relationships with the staff and their peers. This promotes their confidence and self-assurance. Staff work consistently with the school and parents to ensure children receive the individual support that they need to help them to settle.

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Inclusion Strong standard

The provider identifies where children need additional support, for whatever reason. They work very closely with other professionals and providers to ensure that all children are included. The provider also works very effectively with parents and carers to make sure that they feel that they are part of the club and know who to go to. Highly effective use of a buddy system means older children help to support the younger children. Leaders have strong consideration for the demographics of the local area and how best to support all children who attend. For example, they identify that children benefit from opportunities to share, take turns and develop respect and tolerance for others.

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Inclusion Strong standard

Relationships between the school and the setting are extremely positive, particularly for children with special educational needs and/or disabilities or children who struggle with transitions. Leaders work very closely with school staff and share information about children. This ensures that children's needs are known and met and that they are happy and secure in the setting. Children's needs are also quickly identified through initial meetings with parents and ongoing discussions. Staff are knowledgeable about the graduated response and have clear systems in place to ensure timely interventions and referrals for children who face barriers to their learning.

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Leadership and governance Strong standard

Leaders are focused on continually evaluating and enhancing the quality of the setting, ensuring all children, especially those who may face additional challenges, make progress. Leaders have a clear overview of the local demographics and how they could impact children. They identify what children's needs are and how to best support individual needs, working in partnership with other agencies where required.

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Leadership and governance Strong standard

Leaders work closely with the co-located school to ensure provision for children is seamless. Highly effective systems for information-sharing are in place to support consistency for all children.

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Leadership and governance Strong standard

Partnership working, including with parents and carers and the local school, contributes effectively to meeting individual children's needs. Leaders work collaboratively with others to help all children to reach their full potential.

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Leadership and governance Strong standard

Leaders have a clear vision and accurately identify where improvements need to be made. They understand staff's difficulties and work with them to promote a positive environment in which to work. Leaders support staff workload and wellbeing, making staff feel highly valued. Leaders work with staff to ensure they receive the training needed to fulfil their roles and responsibilities. They also support staff in attending additional training to further enhance their skills and qualifications, which contributes to the provision of high-quality care for children.

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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 are happy and safe in this environment. They settle quickly into their activities. Children transition easily from school into the club, supported effectively through staff's detailed handovers with teachers in the school. Children enjoy outdoor play and are supported to become highly independent, for example in putting on their own coats to go outside. Staff support and supervise children's play, talking to children and providing many opportunities for them to play, climb, run and develop their physical and social skills. Children who are eating their snack go to wash their hands first, helping them to develop

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Address:

Willaston C of E Primary School, Neston Road Willaston positive hygiene skills. They collect their fruit and sit nicely at the tables to eat, where they benefit from social mealtimes and are encouraged to talk about their day. Staff model effective conversation, which helps children to develop social skills and interaction with their peers.

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Address:

Staff have high expectations for children's behaviour. They promote robust routines and boundaries to help children know what is coming next and what is expected of them. Children join in the local community celebrations, which include Christmas, Diwali, Lunar New Year and other national holidays. Leaders provide celebratory events and celebrations that are important to the children. Leaders also implement a buddy system where older children help to support the younger children and model expectations and interactions. There is highly effective support for children's personal and social development.

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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 disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, staff and parents and carers 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. NESTON CH64 2TN Type: Childcare on non-domestic premises

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 08:50,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00

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About this inspection

Local authority: Cheshire West and Chester

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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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