Smilies

Smilies

Unique reference number (URN): 2792759 Address: Holy Angels Church, 18 Moorfield Road, Salford, M6 7QD Type: Childcare on non-domestic premises Registered with Ofsted: 25/04/2024 Registers: EYR, CCR, VCR Registered person: Stott, Rebecca Clare

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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

Staff establish a welcoming and calm environment in which expectations for behaviour are clear and mostly applied consistently. Children engage readily in the interesting activities on offer. They demonstrate responsible attitudes, for example working cooperatively to serve snack and tidy tables. This supports the smooth running of the setting.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between staff and children are warm and supportive. Children involve staff in their play. Younger children confidently seek out staff to share their experiences and engage in conversation about their day, reflecting trusting bonds. Staff interact positively and enthusiastically with children, which helps to promote a sense of belonging. Children are supported to develop their social skills and play cooperatively. For instance, during physical activities, such as gardening, children work together, take turns and show kindness and encouragement towards one another. Staff are attentive to all children. They adapt their expectations based on children's age and stage of development and this helps all children meet behavioural expectations.

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Behaviour, attitudes and establishing routines Expected standard

Routines are mostly embedded. However, following the walk from school, the arrival to the setting is not consistently calm, this means not all children experience transition seamlessly from the school day. However, once settled, children are clear about what is happening now and what comes next, which supports positive attitudes and creates a settled environment. Leaders encourage consistent attendance through solid partnerships with families and by creating a provision that children thoroughly enjoy attending.

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Children's welfare and wellbeing Expected standard

Children show they feel safe, secure and happy at the setting. They are curious, ask eager questions and talk about their favourite things to do during their time at the setting. Children proudly explain they are awarded 'golden tickets' for positive behaviour because staff recognise their achievements. Children have secure relationships with staff and show confidence to ask for support when needed. Parents typically describe their positive partnerships with leaders. They explain that staff get to know their families.

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Children's welfare and wellbeing Expected standard

Staff respond to children's individual needs, mostly recognising when children need extra support. For example, staff talk with quieter children and ask about their day at school. Staff prioritise giving 'all children a voice'. Children are supported to join in with interesting activities and chat to their peers. Staff make the most of opportunities that arise, such as reading books, to help children discuss and begin to understand how they feel. Children are equipped to manage their emotions.

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Children's welfare and wellbeing Expected standard

Children enjoy healthy snacks with their peers, participate daily in physical activities and outdoor play. These activities promote overall awareness of healthy lifestyles and supports children's physical health and wellbeing. Staff help children to learn about their own safety as they remind children to sit down while eating. Staff understand the systems in place to ensure that children are offered food appropriate to their individual and dietary needs.

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Inclusion Expected standard

Leaders establish an inclusive approach that enables all children to take part. This includes children with special educational needs and/or disabilities. Staff typically know all the children well and work collaboratively with the partner schools to understand children's needs. Leaders typically work closely with the partner schools to review and share information about how best to support children. Staff respond promptly when children need additional support. They adjust activities and routines to enable all children to fully participate. Staff provide consistent support and adapt practice effectively. Overall, leaders and staff monitor how effective the support is and make changes where needed.

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Inclusion Expected standard

Leaders generally take action to remove barriers for children and families. For example, they share some strategies with parents, such as ways to support children's behaviour at home. This helps to promote consistency between home and the club. As a result, children settle well, take part fully and engage in fun activities at the end of the school day. Children feel included, valued and able to take part.

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Leadership and governance Expected standard

Leaders have a clear oversight of the provision they offer for children and families. They implement a daily team and management meeting. This provides an opportunity for self- evaluation. Leaders ensure decisions are based on what benefits children most. This helps staff to take a positive and inclusive approach to their provision.

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Leadership and governance Expected standard

Staff report high levels of wellbeing and enjoy their roles, which leads to effective team working. Daily check ins are opportunities to discuss plans for the session ahead and any concerns staff may have. Leaders provide regular supervision for staff, focusing on wellbeing, workload and practice. All staff complete mandatory training regularly to ensure their knowledge is refreshed and kept up to date. Leaders use observations to provide staff with their individual strengths, however, areas for development are less well identified. This means that leaders do not plan specific professional development opportunities to strengthen individual staff's knowledge and skills.

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Leadership and governance Expected standard

Leaders maintain well-established relationships with other professionals. They work collaboratively with the schools and other professionals to agree consistent strategies and approaches. This supports a high-quality approach, as staff respond in a consistent and informed way to meet children's 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 club and arrive happily, demonstrating that they feel safe and valued. Supportive and positive relationships with staff help children to develop a deep sense of belonging. Staff engage in meaningful conversations with children and learn about their lives at school and home, which builds trust and confidence. They feel welcome as staff explain the activities on offer and talk to children about what they want to do. Children are confident, they move around the club and choose activities that interest them. Outdoor play and physical activities are popular alongside reading and creative opportunities. Children's

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About this setting

Unique reference number (URN): 2792759 achievements are recognised and celebrated, for example, through consistent praise and a reward system. This helps children to feel proud and included.

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About this setting

Children develop important social skills as they play and interact with others across a wide age range. They learn to take turns, manage conflicts and include others in their play, for example, during group games and sharing gymnastic equipment. Opportunities for physical play, such as football and throwing competitions, support children's health and wellbeing, while also building confidence and teamwork skills. Children are confident and demonstrate their creativity when using their imagination to draw pictures and create models of their families.

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About this setting

Children benefit from clear and consistent expectations, which help them to understand what is happening throughout the session. Leaders and staff work effectively to ensure children are safe, including careful supervision and clear communication between team members. Children relax, enjoy their time and thrive in an inclusive and supportive environment.

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Next steps

Leaders should ensure that routines are further enhanced so that children benefit from a seamless transition, specifically on arrival to the club. Leaders should enhance the arrangements for coaching staff, so all staff receive clear steps to help improve their practice further.

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About this inspection

The inspector spoke with the nominated individual, club leaders, designated safeguarding lead, 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:

Holy Angels Church 18 Moorfield Road Salford M6 7QD

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Address:

Type: Childcare on non-domestic premises

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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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