St Monica's Wasps

St Monica's Wasps

Unique reference number (URN): 2763493 Address: St. Monicas Roman Catholic School, St. Monicas Close, Appleton, Warrington, WA4 3AW 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 Expected standard

Leaders create a generally positive environment, where most children understand expectations and enjoy attending the setting. Children arrive willingly and show enthusiasm in their interactions with staff and peers. Staff build warm, friendly relationships with children, which helps them feel safe and secure. Staff support children to collaborate and play cooperatively, particularly during group activities, such as crafts, board games and outdoor play. Mixed-age interactions are positive, with older and younger children generally engaging well together.

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Behaviour, attitudes and establishing routines Expected standard

Leaders establish clear routines, including collection, snack time and transitions. While these are mostly effective, staff do not always implement them consistently, which affects children's understanding of boundaries. Staff consider children's individual needs and stages of development, offering some flexibility, such as allowing time to rest or be alone. However, the environment does not always provide suitable spaces or clear guidance to support this effectively.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote attendance and punctuality through clear collection procedures and communication with the school. However, staff do not consistently reinforce behaviour expectations. This leads to some inconsistencies, such as children moving away from routines or not always modelling positive behaviour, limiting opportunities to fully embed clear and shared expectations.

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Inclusion Expected standard

Staff promote a generally positive and welcoming ethos, where children feel happy to attend and confidently engage in activities of their choosing. They identify children's individual needs through information gathered at enrolment, gaining an initial understanding of children's preferences and requirements. Staff demonstrate awareness of children's needs and typically provide appropriate support during sessions. However, on occasion some children's individual needs are not consistently met. For example, there is limited provision for children who require quiet or reflective spaces, leading some children to withdraw to less suitable areas. Staff take steps to reduce barriers to participation, including adapting activities and offering support for children with special educational needs and/or disabilities.

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Inclusion Expected standard

Staff monitor and assess children as they engage in activities. Staff explain that any concerns would be raised appropriately with parents and school staff. The sharing of relevant information enables children to have the support and continuity in their care and experiences.

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Children's welfare and wellbeing Needs attention

Staff meet children's basic needs and build warm, caring relationships that help children feel comfortable and settled in the setting. They interact positively with children; however, they do not consistently provide structured opportunities for children to reflect on their experiences or develop a deeper understanding of their emotions. Some children seek time alone, but the environment does not offer suitable, welcoming spaces to support this. As a result, staff do not consistently support children to regulate their emotions or develop a secure sense of wellbeing.

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Children's welfare and wellbeing Needs attention

Leaders ensure that staff gather and understand key information, such as allergies, to support children's safety. Staff provide regular opportunities for outdoor play, which helps children develop their physical skills and benefit from fresh air and exercise. Children receive a snack after school, including fruit and additional items. However, staff do not consistently ensure that snacks reflect the latest nutrition guidance. This limits children's opportunities to make informed and healthy choices.

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Leadership and governance Needs attention

In general leaders maintain a welcoming environment and foster positive relationships with children, parents and the host school, supporting continuity of care. Staff generally meet the children's needs and ensure they have a fun time at the club. Leaders show an understanding of some of the setting's strengths and identify areas for improvement. However, leaders have not yet taken sufficiently effective action to secure consistency. Oversight of the provision remains underdeveloped, and monitoring systems do not consistently identify or address weaknesses in a timely manner. For example, staff do not consistently implement the company policy and procedures.

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Leadership and governance Needs attention

Leaders make appropriate efforts to engage with parents and work in partnership with the school. They consider staff wellbeing in their decision-making. Leaders value staff and staff report that they feel supported. Leaders provide access to essential training, including safeguarding, and are beginning to focus professional development on key priorities to meet children's individual needs.

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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 enjoy attending the setting and play cooperatively with one another across different year groups. This helps them develop a strong sense of belonging. Staff build warm, positive relationships with children. Leaders foster effective partnerships with parents, who report that they feel confident in the care provided and value the reliable communication that supports them to manage their daily routines. Strong links with the school ensure that information is shared consistently, promoting continuity in children's experiences.

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About this setting

Children engage in lively conversations, creating a vibrant and sociable environment. However, quieter spaces are less inviting and do not fully support children who seek time for reflection or to develop their emotional wellbeing. There are a range of stimulating activities, including daily opportunities for outdoor play that promote physical development, fresh air and exercise. Children receive a daily snack of fruit and additional items. However, these are not always in line with the latest nutritional guidance and, therefore, limits opportunities for children's understanding of the importance of healthy eating and making positive choices.

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About this setting

Children generally behave well, understand routines and follow instructions. Nevertheless, staff do not always apply rules consistently or explain expectations clearly. Leaders demonstrate a clear understanding of the setting's strengths and have accurately identified the key areas for improvement needed to further enhance the quality of provision.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure that children have healthy snacks in line with nutrition guidance to support children to make healthy choices 15/06/2026

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Action Completion Date

gain further oversight of the provision to ensure staff implement all policies and procedures effectively 15/06/2026

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About this inspection

The inspector spoke with 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. Unique reference number (URN): 2763493

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Address:

St. Monicas Roman Catholic School St. Monicas Close, Appleton Warrington WA4 3AW

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 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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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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