Fun Fest Walton le Dale

Fun Fest Walton le Dale

Unique reference number (URN): 2738751 Address: St. Leonards C Of E Primary School, Walton Green, Walton-le-dale, Preston, PR5 4JL Type: Childcare on non-domestic premises Registered with Ofsted: 11/07/2023 Registers: EYR, CCR, VCR Registered person: LMH Fun Fest 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 establish high expectations for behaviour and ensure these are embedded across the club. At the start of sessions, staff revisit the shared 'FunFest promises' so children are clear about how to behave. Children confidently recall these, including 'treat people how you want to be treated'. They show this through the way they encourage one another and speak respectfully during activities. Behaviour remains very positive throughout the day, including during busier periods. This promotes a positive culture across the club.

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Behaviour, attitudes and establishing routines Strong standard

Staff apply boundaries consistently and use praise to reinforce good choices. For example, when children remember to wash their hands before snack, staff say, 'Good job remembering'. Children respond positively and continue with the routine. Children cooperate well and remain engaged. Older children set a positive example and younger children follow confidently. As a result, behaviour is securely strong and supports positive relationships throughout the provision.

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Behaviour, attitudes and establishing routines Strong standard

Attendance procedures are clear and well managed. Leaders follow up promptly, when children do not arrive as expected and check patterns where needed. This ensures children are accounted for and reinforces the club's consistent approach.

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Children's welfare and wellbeing Expected standard

Leaders support children's welfare and wellbeing through clear daily routines and a strong focus on healthy lifestyles. Staff reinforce hygiene expectations and children confidently explain why they wash their hands before eating. At snack time, children talk about foods that give them energy. Furthermore, children develop an understanding of why it is important not to share food. These discussions help children build early awareness of healthy habits and consideration for others.

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Children's welfare and wellbeing Expected standard

Staff support children's emotional wellbeing thoughtfully. For example, during lockdown practice, staff link the procedure to a game of hide and seek so children understand what to do. They explain expectations calmly and provide reassurance. This helps children feel secure and reduces anxiety during unfamiliar situations.

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Children's welfare and wellbeing Expected standard

Daily physical activity is built into the session. Children access outdoor spaces and take part in structured active games that encourage movement and cooperation. Staff support children to manage their own risks while using larger equipment, such as the climbing frame. This helps them develop confidence and make safe choices during physical play. However, the wider outdoor area is not yet used to its full potential. For example, planting areas are not currently used. Therefore, opportunities to deepen children's understanding of healthy lifestyle habits through different experiences are not yet fully maximised.

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Inclusion Expected standard

Leaders promote an inclusive culture. They gather detailed information at registration. This helps them understand children's individual needs and family circumstances from the outset. Staff use this information to prepare appropriately and organise support from the start. Leaders ensure all children's needs are met within the mixed-age model. For example, they cap the number of early years children attending so that younger children receive appropriate supervision and support. Leaders adjust staff deployment during busier sessions to maintain oversight and support children effectively. They maintain open communication with parents and, where appropriate, external professionals to ensure children receive consistent support.

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Inclusion Expected standard

Leaders take practical steps to reduce barriers to attendance. They adjust attendance patterns, where needed, and offer flexible sessions to support families with changing work commitments. This helps maintain continuity and supports children to settle. When parents share important information, such as changes in family circumstances, leaders act quickly and put appropriate arrangements in place, so children experience consistency and stability. Staff adapt activities so children with special educational needs and/or disabilities can participate fully. They provide reassurance and clear explanations, so children remain engaged and confident.

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Leadership and governance Expected standard

Leaders provide clear direction and oversight. Policies reflect the school site. Leaders ensure staff keep up to date with any changes at the start of each holiday period. This keeps expectations clear and consistent. Communication with parents is regular and well managed. Leaders maintain daily handovers and use monitored messaging systems to share information about routines, activities and any relevant updates. This helps parents feel informed and supports continuity between home and the club.

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Leadership and governance Expected standard

Leaders monitor staff practice appropriately. Supervision discussions take place at regular points throughout the year. These include staff wellbeing, training needs and preparation for the children attending. This ensures staff are prepared and confident in their roles. Staff report that leaders are approachable and provide clear guidance. They describe feeling supported and well informed. As a result, children experience consistent routines and a stable environment.

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Leadership and governance Expected standard

Professional development is accessed through online training and wider support networks. Leaders direct staff to further training, where development needs are identified. Leaders use observation and discussion during sessions to check that expectations are understood and applied. Leadership is reflective and sustains an organised and reliable 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 experience a well-organised environment, where expectations are clear and applied consistently. During group discussions, staff reinforce routines so children know what to do and why. For example, children explain that when the whistle blows they must leave what they are doing and go straight to the agreed assembly point. They understand that this is part of practising fire evacuation and that it keeps everyone safe. This shared understanding creates a calm and secure atmosphere, where children feel confident to take part.

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About this setting

Unique reference number (URN): 2738751 Leaders encourage children of different ages to play happily alongside one another. Older children naturally look out for younger ones. For example, they show them where to put their lunch boxes and remind them when it is time to line up. When some children are unsure what to do next, older children step in and help without needing staff to prompt them. These everyday moments help children feel part of the club and confident within the wider group.

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About this setting

Children choose where to spend their time and move confidently to their chosen activity. Some choose the 'Harry Potter' theme and focus as they make 'Quidditch' balls. They talk about the characters and how the game works while they create. Staff encourage children to think about how to hold scissors safely. Children demonstrate understanding as they proudly show the correct way to do so.

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About this setting

Children manage routines independently. They hang up coats, place belongings correctly and move to wash their hands when called. Children with special educational needs and/or disabilities take part alongside others. Staff check in sensitively when children need quiet time, and children re-join activities when ready. Leaders have created a structured holiday provision, where children feel secure and included.

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Next steps

Leaders should consider ways to strengthen outdoor provision, so children receive the same high-quality opportunities outdoors as they do indoors.

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About this inspection

The inspector spoke with the nominated individual, club manager, staff 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:

St. Leonards C Of E Primary School Walton Green, Walton-le-dale Preston PR5 4JL

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Address:

Type: Childcare on non-domestic premises

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Address:

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