Sacred Heart Wasps

Sacred Heart Wasps

Unique reference number (URN): 2761542 Address: Sacred Heart RC Primary School, Selby Street, WARRINGTON, WA5 1NS 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 show positive behaviour and attitudes throughout the session. They understand the club's rules and respond positively to staff guidance. Adults have set clear and consistent boundaries, which creates a settled and well-ordered environment, where children feel safe and know what to expect. They foster a positive atmosphere and model courteous behaviour. Adults demonstrate turn-taking, and thank children for teaching them how to play games, such as 'Uno'. Respectful play is heard often. Children thank each other when sharing resources and offer a turn during games and snack. When children make inappropriate comments, such as saying they do not like a particular food, adults model how to respond kindly. This teaches children to value the opinions of others.

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Behaviour, attitudes and establishing routines Strong standard

Adults promote positive attitudes to learning and offer gentle challenge and encouragement. For Instance, they praise children's efforts during painting and encourage them to keep trying when fine details feel tricky. When children achieve something new, adults celebrate it with everyone. This helps children develop resilience, confidence and pride in their achievements. Adults monitor attendance closely and work with families to increase the number of sessions children attend. This consistent support helps children strengthen social skills, build confidence in group play and take a fuller part in club life. Adults use clear words, visual cues and calm pacing so children with special educational needs and/or disabilities know what to do and can actively take part. For instance, children are given extra time and quiet spaces to help them stay involved and thrive in group play.

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Inclusion Strong standard

Leaders have created a highly inclusive culture, where every child is known well and their individual needs are understood from the start. They gather information before children join, including any extra help they may need at home or school. This early understanding helps staff plan routines and small adjustments, so children feel settled and ready to take part. For example, leaders use information from families and school to prepare calming spaces and familiar resources that help children feel secure. Once children attend, leaders take clear and thoughtful action to reduce barriers to learning and wellbeing. They make reasonable adjustments, such as giving extra time for transitions. Leaders make sure children can spend time with an adult they know well. This helps children grow in confidence. Adults are skilled at adapting activities so all children can join in alongside their friends.

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Inclusion Strong standard

Partnerships with parents and carers, and professionals are well established. Leaders work closely with school specialists, to keep support consistent across the day. Adults monitor children's progress through observations and regular discussions with families and school and make changes when needed. Leaders take part in special educational needs and/or disabilities training and share this learning with staff. They meet with the team regularly to talk through children's needs and any changes that may affect their wellbeing. This helps all staff use the same calm, consistent approaches. Funding, including support from the Holiday Activities and Food programme, is used to widen opportunities for disadvantaged

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Expected standard

children and those known to social care. This helps these children feel included, confident and able to enjoy their time at the club.

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Children's welfare and wellbeing Expected standard

Adults place children's welfare and wellbeing at the centre of their work. They respond with thoughtful attention to children's wider life circumstances, including those who may need additional emotional support at key points in the session. For example, adults notice when children feel unsure or withdrawn when meeting unfamiliar adults. They make gentle introductions and stay close, which helps children feel settled and ready to talk more freely.

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Children's welfare and wellbeing Expected standard

Adults support emotional regulation and use calm voices, supporting children to settle when they feel overwhelmed, especially for children with special educational needs and/or disabilities or those facing barriers to wellbeing. This helps children recognise and talk about their feelings.

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Children's welfare and wellbeing Expected standard

Adults build warm and trusting relationships with children. They notice when children need time to unwind and offer a cosy space or a quiet check in before joining play. This helps children feel valued and confident to reconnect with friends at their own pace. Children's emotional health is developing well. Adults embed well-structured routines that support healthy eating. They talk with children about their snack choices and encourage them to try new foods. This helps children develop positive attitudes to healthy eating and understand how to look after their bodies. Adults are not always consistent in modelling healthy habits, such as providing regular opportunities for active movement when outdoor play is limited by poor weather. This means children do not always receive the same clear consistent messages about healthy lifestyles.

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Leadership and governance Expected standard

Leaders have high ambitions for how each session should run. They guide staff so routines stay clear and consistent. They make changes when needed, such as improving the arrival routine for children who feel anxious. Children know what to do when they arrive and join activities without delay. Leaders work closely with the school. They share updates about children and use this information to shape planning and experiences that respond to children's needs. Leaders understand the setting's context, including the different barriers to learning that children may face. They use effective strategies to guide staff in running a warm, caring and enabling club. This helps adults understand the purpose behind routines and the way spaces are organised, while supporting them to plan activities linked to community events. This supports children to develop a sense of connection to their club and local area. Not all staff know the setting's priorities for improvement. Leaders are

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Leadership and governance Expected standard

strengthening this so everyone works towards the same high standards.

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Leadership and governance Expected standard

Leaders look after staff wellbeing, checking in regularly and removing tasks that are not needed. This helps staff stay focused on children and keeps the setting calm. Leaders and staff access training to support the needs of the children, such as special educational needs and/or disabilities and emotional regulation. This enables them to use simple, effective strategies that help children take part successfully. Adults build secure links with parents and carers through daily chats and quick updates. Parents describe the setting as warm, supportive and responsive. They explain that staff listen, share information well and offer practical help that improves family life.

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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 experience a calm, welcoming, and inclusive environment, where they feel safe, valued and confident to be themselves. Adults greet children warmly, offering reassurance and calm conversation that helps children settle quickly. When children feel unsure staff respond sensitively with smiles, gentle words and comfort, which helps them return to their play. This supports children to feel secure and confident to explore and learn. Children achieve well from their starting points. They grow in confidence and independence through clear routines and consistent expectations. Older children take pride in helping younger children, such as supporting them to organise their belongings after school. Children with special educational needs and/or disabilities and those who face barriers to their learning are included fully. Adults adapt activities thoughtfully so that all children can participate successfully alongside their peers.

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

Children enjoy a wide range of fun opportunities that reflect their interests. The room has a gentle buzz as children move freely between activities. They choose how to spend their time and engage with others, when they are ready. Daily routines contribute to a happy and sociable atmosphere, where children unwind after the school day. Snack time is relaxed and purposeful, which gives children space to share experiences and try new foods. A generous range of fruit and vegetables are offered in line with the club's healthy food guidance and training. Children are motivated to make healthy choices and enjoy influencing the menu. They proudly list the fruits they want to add next time. This shows how they take ownership of their club. Hygiene routines are carried out smoothly, with adults offering gentle support to younger children and those who need extra time.

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

Children display a secure sense of belonging. They play harmoniously and shows kindness, patience and respect for one another. They talk openly with adults about their friendships, ideas and achievements. Parents and carers say their children are happy, safe and confident at the setting, and that staff listen and support them well. Secure partnerships with families and the school ensure that children's needs are understood and met consistently. Staff promote attendance well. They share daily handover information to support smooth transitions from school to the club and to complement children's learning, such as helping younger children with mathematical games. Overall, children are happy, calm and engaged. They enjoy learning, feel safe to express themselves and develop the confidence and skills they need for their next stages.

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Next steps

Leaders should strengthen opportunities for children to be physically active, to ensure messages about physical health are clear and consistent. Leaders should support staff in understanding the setting's priorities, so all staff can explain the vision clearly and work towards high standards together.

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Address:

Sacred Heart RC Primary School Selby Street WARRINGTON WA5 1NS

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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 : 03:30 - 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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About this inspection

The inspector spoke with leaders, the manager, play workers, teachers 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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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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