Evelyn Street Wasps

Evelyn Street Wasps

Unique reference number (URN): 2761569 Address: Evelyn Street Community Primary School, Evelyn Street, WARRINGTON, WA5 1BD Type: Childcare on non-domestic premises Registered with Ofsted: 13/12/2023 Registers: EYR, CCR, VCR Registered person: Wasps Care 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 behave extremely well and show high levels of engagement and enjoyment. They demonstrate a thorough understanding of the club's boundaries, which helps to maintain a calm and respectful environment. Routines are very well embedded and contribute to a calm and harmonious atmosphere, where children feel secure and confident.

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Behaviour, attitudes and establishing routines Strong standard

Children enjoy choosing from a range of activities and show high levels of focus and concentration. This is evident when they engage in card games alongside staff for extended periods, sustaining their interest and developing their social and thinking skills. Children also enjoy participating in word searches and craft activities linked to Earth Day. These experiences encourage meaningful conversations about endangered animals, pollution and climate change, helping to develop their awareness of environmental issues.

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Behaviour, attitudes and establishing routines Strong standard

Children cooperate extremely well together. They play collaboratively and show consideration for one another, demonstrating secure social skills and positive relationships. Children speak positively about attending the club and share how much they enjoy the variety of arts and crafts activities on offer. They are also confident in making suggestions for future activities and projects, which helps to develop their decision-making skills and gives them a meaningful voice in shaping their experiences. This involvement builds their confidence further and supports a sense of belonging within the club.

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Behaviour, attitudes and establishing routines Strong standard

Staff are extremely positive role models. They use highly consistent approaches to create a calm and respectful environment. Children respond well to moving between indoor and outdoor play. They also enjoy using a small courtyard space to relax. Staff closely monitor children's attendance and punctuality, and are proactive and swiftly follow up on any concerns regarding children's attendance at the setting.

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Children's welfare and wellbeing Expected standard

Children build trusting and secure relationships with the caring and attentive staff. They evidently know the children extremely well and are responsive to their needs. For instance, staff identify when children require space and additional time before joining a group.

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Children's welfare and wellbeing Expected standard

Staff show kindness and patience, and offer reassurance to help children feel safe and secure. Staff support children to follow positive self-care routines, such as handwashing before eating. Additionally, they provide healthy and nutritious snacks and light meals and engage in conversations with children about nutrition and healthy food choices. During mealtimes, children display high levels of independence as they make choices and serve their own food. Leaders and staff have effective systems in place to manage children's allergies and dietary requirements. Furthermore, children have daily opportunities to play outdoors with some sports equipment, such as bats, balls and footballs. Children evidently enjoy being active, and this helps to promote their physical skills and overall mental health. However, the outdoor resources on offer are quite limited and do not provide a great level of choice and

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Inclusion Expected standard

Leaders and staff create an inclusive environment and culture at the setting. They work in close partnership with parents and carers, as well as the host school, to ensure children benefit from a consistent approach. Staff obtain detailed information about individual children's needs and requirements when they join. This level of open communication and information-sharing supports staff to understand children's development, behaviour and any adjustments required.

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Inclusion Expected standard

Staff work in collaboration with teachers at the school and implement consistent strategies to help children understand about expected behaviour and routines. Staff make adjustments to support children's needs. For instance, they plan activities based on children's interests and create calm spaces for children to relax and regulate.

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Inclusion Expected standard

Staff engage in relevant training to develop their skills and knowledge and to support inclusion at the setting. Leaders and staff support children known to, or previously known to, social care effectively. They work in close partnership with parents and carers, alongside social care professionals. Frequent attendance is encouraged and closely monitored at the setting. This effective partnership working supports children to flourish and achieve positive outcomes.

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Inclusion Expected standard

Leaders and staff generally support children to learn about diversity and the lives of people different from their own. These experiences help children to develop an awareness and appreciation of different backgrounds, traditions and cultural events, promoting respect and understanding of diversity.

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Leadership and governance Expected standard

Leaders demonstrate a secure understanding of the setting's context and offer a fully flexible service to meet the needs of local families and the wider community. They have a clear vision about offering a nurturing and relaxing provision that complements children's learning and development at school. Leaders regularly review the quality of provision and strive to make ongoing enhancements. For instance, they have recently placed greater emphasis on offering healthier food choices at snack and mealtimes.

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Leadership and governance Expected standard

Leaders generally monitor staff members' personal effectiveness and support their wellbeing through holding supervision meetings throughout the year and regular check ins. Staff benefit from professional development opportunities. This is evident when they engage in training to enhance their knowledge and skills, such as promoting positive behaviour, supporting self-regulation skills and offering inclusive practice. Partnership working is a strength, with staff forming positive relationships with parents and the host school to support continuity in children's care and development. Information is shared effectively between staff and the school via a communication book. Parents express high levels of satisfaction with the service. They state that their children enjoy attending and benefit from a wide range of activities that have helped to build their confidence over time.

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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 warmly welcomed by familiar adults as they calmly arrive at the after-school club. Staff know children extremely well. They know their unique characters, interests, emotional needs and differing levels of confidence. This enables them to offer attentive and tailored support to each individual child. Children show they feel happy, secure and comfortable at the club. They form close bonds with the staff and each other. Children respond very well to the calm atmosphere and extremely well-embedded routines. They are polite and respectful and show positive levels of engagement and excellent behaviour as they play and explore.

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

Children participate in a broad range of activities. For instance, they enjoy making colourful clouds from card and lollipop sticks and discuss the water cycle to celebrate World Earth Day. They also engage in word search puzzles and older children kindly guide and help younger children. Furthermore, they display excellent skills of cooperation, focus and turn- taking as they play card games for extended periods.

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

Children benefit from making independent choices about their play. They enjoy a range of ball games outdoors, which contributes to them leading active and healthy lifestyles. Children also thoroughly enjoy relaxing in a calm courtyard space, which supports their emotional wellbeing and provides opportunities for rest and social interaction.

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

Children demonstrate positive levels of independence. For instance, they serve their own light meals and make choices about what they want to eat, supporting their self-help skills and decision-making. Mealtimes are calm and sociable parts of the session, where children engage in conversations about their day at school while developing positive attitudes towards healthy eating habits.

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

Children with special educational needs and/or disabilities and those known or previously known to social care benefit from thoughtful and personalised support to reduce barriers to their learning. Children discuss that they enjoy attending and feel cared for and valued at the club.

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Next steps

Leaders should continue to build on the resources on offer to further support children's physical skills and wellbeing when playing outdoors.

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About this inspection

The inspector spoke with leaders, staff, children, 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 provision that is registered on the Early Years Register. The registered

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Address:

Evelyn Street Community Primary School Evelyn Street WARRINGTON WA5 1BD

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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 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 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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4 to 11

person must ensure that this provision complies with the statutory framework for the children's learning, development and care, known as the early years foundation stage.

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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

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

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