The Hub Club LTD

The Hub Club LTD

Unique reference number (URN): 2756471 Address: The Hub, Unity Place, Buckshaw Village, Chorley, PR7 7HZ Type: Childcare on non-domestic premises Registered with Ofsted: 03/11/2023 Registers: EYR, CCR, VCR Registered person: The Hub Club 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

Children show positive behaviour and attitudes because expectations are clearly understood and applied consistently. They respond immediately to familiar verbal cues, turning to face staff without reminders. Children make choices and lead their own play. Staff use effective strategies to gain attention and reinforce expectations. For instance, visual prompts, such as 'now and next' boards and picture cues, support younger children and those with special educational needs and/or disabilities. As a result of these effective strategies, children follow routines independently.

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Behaviour, attitudes and establishing routines Strong standard

Children behave very well and demonstrate kindness and responsibility during play. Older children support younger children naturally as they join activities and team games together. They show consideration for others and help ensure everyone is included. For example, older children encourage younger ones to take part in team games and offer help when puzzles or activities become more challenging. Children celebrate positive behaviour together and talk about why these actions matter. This helps them understand fairness, cooperation and the shared expectations that guide daily routines.

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Behaviour, attitudes and establishing routines Strong standard

Leaders work with families to promote the importance of punctuality and the positive impact this has on children's ability to settle with their peers and fully engage in the array of activities on offer.

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Children's welfare and wellbeing Strong standard

Children are encouraged to develop their independence and self-care skills. Staff inspire children to make choices, manage personal tasks and take increasing responsibility for their own wellbeing and that of others. Leaders and staff prioritise children's welfare and emotional development. They ensure that children's needs are recognised and responded to promptly. Staff listen carefully to children, help them talk about their feelings and provide reassurance when needed. The well-embedded key-person system is highly effective in supporting smooth transitions. This helps children to settle quickly and feel secure throughout their time in the club.

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Children's welfare and wellbeing Strong standard

Staff structure the routine so children develop healthy habits. Children enjoy nutritious snacks and benefit from daily exercise outdoors in the fresh air. This helps children to feel content and emotionally settled. Children paint with food colouring on dough and cook their own creations. They learn about texture and taste. Staff use innovative ways to understand children's thoughts and feelings. They ask children to 'buddy' with a younger child and talk about what friendship means to them. Children have high levels of self-awareness and can express their thoughts.

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Children's welfare and wellbeing Strong standard

Staff actively engage children in meaningful discussions about safety, including how to stay safe online. This helps children to understand risks and make informed decisions.

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Inclusion Expected standard

Leaders and staff have high expectations for all children. Leaders promote an inclusive culture, where children are welcomed and supported appropriately. Staff work in partnership with families and schools to gather relevant information about children's individual needs, emotional security and development. This enables leaders to identify children, who may require additional support, and to respond appropriately to emerging needs. Leaders work effectively to reduce barriers to attendance by building positive relationships with families and school staff. They offer flexible support, where needed, and create a welcoming and inclusive environment in which all children feel safe and valued.

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Inclusion Expected standard

Staff identify the relevant support that children might need. For example, for children that might be struggling with their speech, staff plan and play games to help them develop their speech. Staff share the outcomes with the teacher of the school and parents and carers. They also share these activities with parents to ensure they work closely with families. As a result, children typically flourish and succeed.

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Inclusion Expected standard

Children with special educational needs and/or disabilities are supported particularly well. Leaders and staff engage proactively with families and relevant professionals to ensure children receive any additional support they require.

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Leadership and governance Expected standard

Leaders have a clear oversight of the club. They use this knowledge to create a supportive environment, where children's needs are quickly identified and addressed.

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Leadership and governance Expected standard

Leaders evaluate activities daily to ensure children engage well, have fun and are safe. They seek regular feedback from parents, children and staff around the popularity and effectiveness of activities. For example, children select roles using visual cards that highlight their favourite helpful activity and how they can be a good helper. Leaders use this information to adapt their planning to incorporate favourite activities that consider children's changing interests.

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Leadership and governance Expected standard

Staff workload and wellbeing are managed carefully, with leaders implementing supportive systems and recognising achievements. These measures contribute to a positive and motivated staff team. Staff feel valued and well supported. Staff benefit from regular and purposeful supervision sessions. They are encouraged to reflect on their practice and learn from their peers. Leaders demonstrate a secure system of how children's needs are identified, assessed and supported. However, some staff do not yet consistently demonstrate a secure understanding of how to make adaptations to meet all children's needs using a graduated approach of assessment, planning and review. This means that their understanding of their role in implementing agreed strategies, alongside families and other professionals, is not yet fully embedded.

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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 thoroughly enjoy attending this warm and welcoming club. Children arrive to a happy, organised and welcoming environment. The moment children arrive; they participate in a wide range of activities, they engage in physical play, creative opportunities, quiet reflections and collaborative games. They are supported to explore their interests and develop new skills at their own pace. Staff use their excellent knowledge of children to provide opportunities, where each child is valued. They offer children lots of praise and

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Address:

The Hub Unity Place, Buckshaw Village Chorley PR7 7HZ encouragement and play alongside them. Children believe in themselves and know their thoughts and ideas are valued.

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Address:

Emotional wellbeing is prioritised by leaders and staff. Children know where to go if they need reassurance and choose calmer spaces, when they feel unsettled. Staff respond calmly and sensitively, offering reassurance while allowing children space to regulate their emotions. Children recognise and express their feelings and show care for others. They offer comfort to friends, who are upset. As a result, children feel secure, supported and able to enjoy their time at the club. Trusting relationships with staff help children to settle quickly. Older children are positive role models and enjoy taking on the role of a 'buddy' for younger children. This builds a culture of kindness, empathy and respect. Additionally, this helps younger children and children with special educational needs and/or disabilities to feel included and supports their confidence and social development.

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Next steps

Leaders should enhance current methods of coaching to promote staff practice to a consistently strong standard across the whole team.

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About this inspection

The inspector spoke with the nominated individual, leaders, 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. Type: Childcare on non-domestic premises

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 03:15 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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