Corpus Christi Before & After School Care Service CIO

Service CIO

Unique reference number (URN): 2788405 Address: Parish Hall, Corpus Christi Junior & Infant School, Stanley Road, Chadderton, Oldham, Lancashire, OL9 7HA Type: Childcare on non-domestic premises Registered with Ofsted: 21/05/2024 Registers: EYR, CCR, VCR Registered person: Corpus Christi Before & After School Care Service CIO

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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

Leaders have embedded a harmonious and respectful culture within the setting. Staff comment that their unified approach to behaviour management results in a calm, pleasant environment to work, learn and play in. Staff quickly and calmly address any issues that arise, maintaining the high expectations that leaders and staff have worked hard to embed. Parents praise the consistent, firm and fair behaviour expectations. Children arrive happily and settle quickly, and often do not want to leave at the end of the session.

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Behaviour, attitudes and establishing routines Strong standard

Routines are very well established. Young children walk sensibly from the classroom to the hall. They manage their belongings independently on arrival, wash their hands, sit down and wait patiently for snack. Children are clear on the expectations and routines. This consistency allows them to feel safe and settled, resulting in excellent behaviour and attitudes.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between children and staff are warm and trusting. Staff are positive role models, which results in children and adults treating each other with kindness and respect. Children of all ages include each other in their play. They engage in collaborative play through table games and sport activities. Children with special educational needs and/or disabilities increasingly manage their own feelings and behaviour. Staff make adaptations thoughtfully while still maintaining high expectations. Leaders monitor attendance rigorously and strong relationships with the school ensure children are safe and accounted for at all times.

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Children's welfare and wellbeing Expected standard

Leaders have developed a culture of care and wellbeing. Children are safe, happy and cared for. Leaders have created a welcoming, inclusive environment, enhanced by warm and enthusiastic staff. Children engage in a wide range of inviting resources and activities, both indoors and outdoors. They feel confident to explore independently and join in with their peers. Children with special educational needs and/or disabilities develop good relationships with staff and feel a sense of belonging. They enjoy being able to choose from the variety of activities, including calm, quiet options, such as reading and colouring. Leaders should now strengthen how they build up a comprehensive knowledge of all children and their families. This will ensure they can always be responsive to varying needs and circumstances, particularly for those from diverse backgrounds and those in receipt of additional funding.

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Children's welfare and wellbeing Expected standard

Effective hygiene practices ensure children have their personal needs met appropriately and with care. Staff support children who are toilet training and work with other professionals to ensure a consistent approach. They also support children to become increasingly independent in managing their own needs, such as putting on their own coats to go outside. Children practise good manners and staff encourage social skills at snack time. They are also supported to make healthy choices from a range of nutritious snacks, including fruit and vegetables.

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Inclusion Expected standard

Leaders typically have a good understanding of children's individual needs and respond to these effectively. They have developed a professional and meaningful relationship with the adjoining school, specifically with the special educational needs coordinator and the early years department. This ensures children can access the setting safely and happily. Leaders should now strengthen their approach to gathering knowledge and information of every child, particularly disadvantaged children or those who speak English as an additional language. This will help them to acknowledge and celebrate the diverse cultures and backgrounds of all children.

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Inclusion Expected standard

Children with special educational needs and/or disabilities (SEND) are well supported. Leaders seek specialist advice in order to best support children's individual needs. They introduce physical adaptations where needed. For example, removable barriers for the climbing frame ensure safe access for all children. Familiar staff are in place to provide consistency and continuity, which supports children to settle in and feel confident to explore. Children with SEND thrive alongside their peers. This shows significant progress in their behaviour and wellbeing from their initial starting points.

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Leadership and governance Expected standard

Leaders and staff typically know their children well and use this knowledge to make improvements in the provision. The outdoor area is continuously under development in close collaboration with the school, based on the interests of the children. This demonstrates a clear responsiveness and ambition for the children in the setting.

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Leadership and governance Expected standard

Engagement with the school ensures leaders are knowledgeable about children with special educational needs and/or disabilities. This ensures children are kept safe, feel secure and are well supported to settle in. Leaders should now strengthen how they engage with all families, particularly those from diverse backgrounds and those who speak English as an additional language. This will ensure leaders are able to be consistently responsive to the needs of every child and family.

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Leadership and governance Expected standard

Staff feel valued and this comes through clearly in how they work. Leaders are mindful of workload and wellbeing, responding sympathetically to the individual needs of staff. The necessary training and knowledge is in place to ensure children are kept safe and well looked after. Staff are offered relevant training opportunities as they become available. Responding to the interests of the children, some staff recently took part in training to develop physical skills indoors. This resulted in them bringing ideas and resources into the setting and sharing them with the staff team. This kind of responsive professional development positively impacts directly on the children and their experience at the setting.

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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 thoroughly enjoy their time at the setting. They feel settled and happy, engaging in a wide variety of activities, both indoors and outdoors. Activities are child-led and responsive to children's interests. For example, early years children share their interest in Jack and the Beanstalk with staff members and retell parts of the story. Children with special educational needs and/or disabilities (SEND) are fully included alongside their peers. They feel safe and have their individual needs and preferences met by caring and knowledgeable staff.

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

Children show a clear sense of belonging. They learn and play well alongside each other and feel included in all aspects of the setting. Relationships between children and staff are warm and respectful. Children are comfortable, confident and at ease with the adults around them. Families feel warmly welcomed and experience good communication with staff and leaders. Leaders works closely with parents to ensure children with SEND are able to attend the setting safely and happily. For example, some children bring in their own snacks from home to ensure comfort and familiarity.

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

The behaviour and attitudes of children are impeccable. Children are confident, independent and engaged at all times. They take turns, play collaboratively and celebrate each other's successes. Children of all ages mix well and include one another. They enjoy taking part in exciting physical activities and games, such as musical statues. Leaders support children to attend regularly, which means they understand the expectations and routines. This results in them feeling safe and settled. This sense of security and consistency allows every child to flourish.

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Address:

Parish Hall, Corpus Christi Junior & Infant School Stanley Road, Chadderton Oldham Lancashire OL9 7HA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Corpus Christi Before & After School Care Service CIO

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 03:15 - 05:30

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Next steps

Leaders should strengthen their approach to gathering information and knowledge of every child, particularly those who are disadvantaged or speak English as an additional language, so that they can be fully responsive to every child's individual circumstances.

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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.

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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. 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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