School Buddies

School Buddies

Unique reference number (URN): 312337 Address: Holden Clough Primary School, St. Albans Avenue, ASHTON-UNDER-LYNE, Lancashire, OL6 8XN Type: Childcare on non-domestic premises Registered with Ofsted: 01/08/2001 Registers: EYR, CCR, VCR Registered person: Happy Club Limited

p.1

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.

p.2

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

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.

p.2

Children's welfare and wellbeing Strong standard

Staff provide attentive care that consistently supports early years children's welfare and emotional security throughout the session. Staff collect children directly from their classrooms and share brief handovers with school staff. This well-established practice ensures continuity of care and helps staff remain aware of children's emotional needs as they transition from school to the out-of-school club. As a result, early years children move calmly into the environment and settle quickly.

p.2

Children's welfare and wellbeing Strong standard

Staff build secure and responsive relationships with early years children. They stay close by as children arrive and offer reassurance where needed. Children feel safe and supported. Older children interact positively with younger children and offer encouragement. This helps strengthen early years children's confidence and sense of belonging within the club.

p.2

Children's welfare and wellbeing Strong standard

Staff respond promptly and sensitively to children's emotional needs. When early years children become upset or unsettled, staff provide quiet spaces, comfort and time to talk. These calm interactions help children to recognise and manage their emotions in ways appropriate for their age and stage of development.

p.2

Children's welfare and wellbeing Strong standard

The setting promotes children's physical health highly effectively. Staff provide healthy snacks and regular outdoor play. Children climb, play ball games and ride wheeled toys. These activities strengthen their coordination and confidence.

p.2

Inclusion Strong standard

Leaders have established an inclusive culture where children feel secure, valued and able to take part fully in the club. They identify children's individual needs through close communication with families, regular liaison with the school and ongoing observation of children's engagement and wellbeing. This well-established approach enables staff to

p.2

Expected standard

recognise emerging needs quickly and respond promptly when additional support is required.

p.3

Expected standard

Children with special educational needs and/or disabilities (SEND) benefit from consistent and thoughtful support. Staff use visual prompts and agreed communication approaches to help children to understand expectations and participate confidently in activities. Strategies are shared with school staff and families so children experience familiar approaches across the day. As a result, children with SEND remain engaged in activities and build positive relationships with their peers.

p.3

Expected standard

Leaders and staff take purposeful action to reduce barriers that children and families may face. They work closely with families and professionals when children experience emerging emotional or personal needs. Staff help children understand similarities and differences through sensitive, age-appropriate discussions. This promotes respect and helps children feel included and confident within the club.

p.3

Expected standard

Leaders continue to review how inclusive practice can be strengthened further so that the impact of this work becomes even more deeply embedded across all aspects of provision.

p.3

Behaviour, attitudes and establishing routines Expected standard

Leaders ensure staff apply clear routines consistently, which supports positive behaviour throughout the session. Children know what to do at different points in the day and follow routines confidently. For example, staff use a tambourine to gain children's attention, and children respond promptly by stopping activities and listening. Staff respond flexibly to the flow of the session, supporting children to settle quickly if they arrive at different times. This helps transitions run smoothly and without disruption.

p.3

Behaviour, attitudes and establishing routines Expected standard

Staff build respectful, trusting relationships with children and use these to guide how children behave and interact with others. They address behaviour calmly and explain boundaries clearly, helping children to understand what is appropriate. When disagreements arise, staff support children to pause, reflect and resolve issues appropriately.

p.3

Behaviour, attitudes and establishing routines Expected standard

Children cooperate well and take responsibility within the group. Older children support younger friends during routines and play, modelling patience and kindness. For example, during group routines, such as registration and snack time, children understand what is expected and follow agreed routines calmly. Snack time runs smoothly; however, the routine is adult-led and provides fewer opportunities for independence than other parts of the session.

p.3

Leadership and governance Expected standard

Leadership provides stable oversight of the out-of-school club. Leaders understand the setting well and maintain a clear focus on children's safety, care and day-to-day experiences. They work appropriately with the school, families and other professionals to support children who may have special educational needs and/or disabilities. Leaders ensure decisions are made with children's best interests in mind.

p.3

Leadership and governance Expected standard

Leaders reflect on practice and review how well routines and provision meet children's needs. For example, they have considered how some children who find transitions challenging experience arrival at the club and adjusted collection arrangements so familiar members of staff provide additional support at this point. This reflection helps leaders to identify what is working well and maintain consistency in care.

p.4

Leadership and governance Expected standard

Leaders manage staff appropriately. They ensure staff are suitable for their roles, provide regular supervision and support staff wellbeing. Professional development is planned in response to staff roles and identified needs. This helps staff build confidence in their practice and carry out their responsibilities consistently.

p.4

Leadership and governance Expected standard

Leaders' systems are secure and understood by staff. However, they have not fully explored how some daily routines could be refined to maximise early years children's independence across all aspects of the sessions.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

What it's like to be a child at this setting

Children arrive at the out-of-school club settled and relaxed. They look forward to spending time with friends after the school day. Clear and predictable arrangements support smooth transitions from school to the club. For example, staff collect children directly from classrooms and share brief handovers with teachers. This ensures continuity of care and helps staff remain aware of children's wellbeing. Children recognise staff readily and respond positively. They line up calmly and move confidently to the club environment.

p.5

What it's like to be a child at this setting

On arrival, children follow familiar routines. They hang up coats, wash their hands and wait their turn. Older children often support younger friends. For example, they help younger children to reach the sinks or explain what to do next. Staff encourage children to talk about their school day during this transition. This helps children to settle emotionally and feel listened to.

p.5

What it's like to be a child at this setting

Children choose how to spend their time. Some engage in imaginative play, such as playing shops. Others choose quieter activities, including reading or relaxing with friends. Staff offer optional activities, such as creative tasks linked to stories and models. They explain these clearly and respect children's choices. This helps children remain engaged and enjoy their time at the club.

p.5

What it's like to be a child at this setting

Children form positive relationships with their peers and staff. During group moments, they clap for friends and celebrate each other's achievements. Staff support children calmly when minor disagreements occur. They help children talk about their feelings and find solutions together.

p.5

What it's like to be a child at this setting

Children feel supported and secure. When children become upset, staff respond promptly and offer reassurance or a quiet space to talk. Parents value the opportunity for children to

p.5

Address:

Holden Clough Primary School St. Albans Avenue ASHTON-UNDER-LYNE Lancashire OL6 8XN

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Register(s): EYR, CCR, VCR unwind between school and home. They report that this helps children return home calmer and ready for family routines.

p.6

Next steps

Leaders should refine snack time routines so early years children have consistent opportunities to develop their independence skills even further.

p.6

About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator and children during the inspection.

p.6

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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:10 - 17:30

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8