Play And Learn Scheme- St Charles

Play And Learn Scheme- St Charles

Unique reference number (URN): 2769260 Address: St. Charles Rc School, Knowles Street, Rishton, Blackburn, BB1 4HT Type: Childcare on non-domestic premises Registered with Ofsted: 19/12/2023 Registers: EYR, CCR, VCR Registered person: Play And Learn Scheme Community Interest Company

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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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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are superbly supported at this setting. Staff manage children's allergy and dietary needs very well. For example, children on a specialised diet have their food prepared using different kitchen tools away from the main preparation area. Staff promote healthy routines throughout the session. For example, children understand they must wash their hands before eating or after outdoor play.

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Children's welfare and wellbeing Strong standard

Children have built warm attachments with staff and demonstrate they feel happy and settled. Some of the setting's staff work in the on-site school during the day, which helps new children to feel secure as they already know familiar adults. Staff promote healthy lifestyles through activities, discussion and information-sharing. For example, links have been made with a local dentist, who shares toothbrushes and information about good oral health with the setting. Staff talk with children about internet safety. For example, the potential dangers of making friends on online gaming and using mobile phones. This helps children to consider their own personal safety and wellbeing.

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Children's welfare and wellbeing Strong standard

Children are encouraged to make their needs known and be independent. For example, during snack, children select their own food and make their own choices while staff provide appropriate support, particularly for younger children. This helps children to develop confidence and independence. Staff consistently consider children's emotional wellbeing and the needs of every individual child. For example, they have created 'quiet spaces', where children can rest and relax while they manage their feelings and emotions. As a result, children are settled and thoroughly enjoy their time at the setting.

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Inclusion Strong standard

Staff support all children to be included and participate in activities. They carefully consider the needs of children with special educational needs and/or disabilities and do all they can to make adjustments for every individual. For example, staff consistently work closely alongside teachers from the on-site school, develop care plans for children and liaise closely with parents and share information through daily journals. They use the library as a calm space for children. Leaders are keen to identify potential barriers and ensure that all children feel included and enjoy participating in activities.

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Inclusion Strong standard

Staff learn about children's individual needs as they complete a 'personal profile'. Children share their favourite things, the food they like to eat and how they like to be helped. This helps staff recognise children's individual needs and identify any barriers to participation. They adapt their approach to support children's engagement.

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Inclusion Strong standard

The setting actively promotes the inclusion of all children. This supports children's wellbeing and helps them to see that their ideas and opinions are valued. Children explore special days from different cultures throughout the year. Children are able to identify similarities and differences with different people, which helps them to develop a sense of belonging. The setting operates The Holiday Activities and Food Programme initiative over the holiday period. This allows children to engage in enriching activities and be more engaged with their

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Expected standard

peers. For example, children enjoy making origami frogs for national frog day, take part in cookery sessions over 6 weeks and explore science activities through making models of exploding volcanoes.

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Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models and give children reminders of expectations and boundaries. They attend specialist training on supporting positive behaviour and engaging children. Children typically behave well and generally show positive attitudes. They listen carefully to staff requests and instructions and exhibit good listening and attention skills. Older children independently help their younger peers during activities. Staff offer encouragement and praise, which helps to raise children's self-esteem and support them to make positive relationships. However, some of the activities are not differentiated to support children's age and stage of development. This means that some children, particularly older children, move quickly between activities and do not engage as much as their peers.

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Behaviour, attitudes and establishing routines Expected standard

Leaders are working in partnership with the headteacher of the on-site school to ensure that they give the same positive behaviour messages. This helps to provide consistency for children throughout their day at school and while in the setting. Staff use a range of strategies to support children with special educational needs and/or disabilities. For example, they have created quiet areas, where children can relax if they are feeling a little overwhelmed or need to manage their emotions. Routines are established that help children to understand boundaries and expectations. Overall, routines support children's behaviour and engagement across the setting.

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Behaviour, attitudes and establishing routines Expected standard

Staff promote attendance at the setting. They liaise with teachers from the on-site school or with parents if they are concerned that a child has not arrived for their session.

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Leadership and governance Expected standard

Leaders undertake self-evaluation and identify strengths and areas for development. They welcome the views of children, parents and other professionals to ensure that the provision supports the needs of all children and families. They adapt activities to support children's needs. For example, a designated sports coach attends the breakfast session and encourages children to eat a healthy breakfast and take part in 'wake up and shake up' physical sessions.

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Leadership and governance Expected standard

Leaders oversee the day-to-day running of the club effectively. Staff are deployed efficiently to supervise children and support them in activities, inside and outside. Staff complete safety checks and are alert to any safety issues that may compromise children's safety. For example, parents collect children from one designated point rather than multiple points so that staff can be certain who is on the premises at any given time. Children understand routines and expectations, such as gathering their belongings together when they are being collected. Staff state that they feel supported by managers and senior leaders. They complete an induction process, access training to support them in their role and have regular supervision meetings with leaders. However, at times, staff do not consistently extend or guide children in their play. As a result, not all children are consistently engaged at the same level across

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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 arrive at this setting at the end of the school day and settle quickly, hanging their belongings in a designated place and washing their hands for tea. Staff offer a warm and friendly welcome to children and ask if they are OK and if they have had a good day. Children develop their social skills as they enjoy a healthy snack together and talk to their peers about what they have done in school and which activities they are going to do at the setting. Children are settled and the environment is calm and well organised.

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

Children are cared for by a staff team, who nurture their emotional needs well. For example, staff are quick to offer first aid to children if they have a minor fall and hurt their knee. They reassure them that the knee will heal and provide comfort for younger children, who are a little upset. Children are excited as they talk about the different activities they can access at each session. They share their ideas and interests with staff, who try hard to plan activities to support children's natural interests. For example, children enjoy activities such as tie dye, clay modelling and making resin keyrings. Children enjoy their engagement while at the setting and demonstrate positive relationships as they play and interact with one another.

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

The setting is very inclusive and welcomes all children and families. Staff value parental feedback and value the contributions that families make to the setting. Staff work closely with teachers from the on-site school and plan activities that enhance children's learning from school. This means that children receive consistent support from all the adults who care for them during the school day. Staff know children well and provide reassurance and guidance, where needed, so that children participate comfortably alongside others. This setting supports children to develop their confidence and social skills within a supportive nurturing environment.

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Next steps

Leaders should create more opportunities for children, particularly older children, to access activities that are more suited to their age and stage of development to further increase engagement. Leaders should ensure that all staff understand the ethos of the setting and how they can support children in their play, so that all children are consistently engaged.

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About this inspection

The inspector spoke with leaders, 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. Charles Rc School, Knowles Street Rishton Blackburn BB1 4HT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Play And Learn Scheme Community Interest Company

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:55,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 17:45

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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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