The Bungalow School Club

The Bungalow School Club

Unique reference number (URN): 2770175 Address: Winstanley Cp School, Tanhouse Drive, Wigan, WN3 6JP Type: Childcare on non-domestic premises Registered with Ofsted: 17/01/2024 Registers: EYR, CCR, VCR Registered person: The Bungalow School Club Ltd

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Expected standard

The environment is busy, but well managed, and children understand the rules and routines. They confidently manage their own belongings and know to wash their hands as they come into the club. Children enjoy a healthy snack, such as fruit or toast, before starting to play. The club follows the host school's key themes of respecting everyone and everything. Children generally mirror the respectful approach that staff adopt. The expectations for children's behaviour are clear and well understood. Children understand and follow the club's golden rules of 'choose it, play with it, put it away'. This contributes to a relaxed and enjoyable environment.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children typically behave well and manage their friendships and emotions appropriately. Staff discuss emotions, using books and resources, such as emotion stones. This helps younger children, in particular, to articulate their feelings. It also supports all children, including those with emerging or identified needs, to manage friendships and expectations. Relationships between staff and children are respectful and supportive. Interesting discussions about children's school day and home lives help staff to stay up to date with their interests. Staff work with the host school and families to promote attendance and punctuality. This helps children to form positive habits and attitudes for life.

p.2

Children's welfare and wellbeing Expected standard

Care practices support children's welfare and systems are in place to support children's individual needs, where appropriate. Staff make adaptations for children's physical needs and to manage allergies and medical conditions, which are thoughtful and typically understood by the staff team. Children's physical development and health are promoted. Children find out about healthy lifestyles and how exercise and eating fruit, for instance, are beneficial for their growth. Children enjoy daily outdoor play, burning energy and building muscles. They develop coordination and control as they play ball games. Children play together in teams, listen carefully and follow rules well.

p.2

Children's welfare and wellbeing Expected standard

Children begin to understand and manage risk. For example, they discuss keeping gates and doors locked, and how adverse weather conditions may affect their safety and comfort. Discussions around online safety link with school topics and help children and families to manage key aspects of life. Staff consider personal care practices well, particularly for younger children and those with specific physical needs. This helps all children to develop independence skills with sensitive support. Children are keen to chat to staff and to tell them about their day. Attachments are secure. Children begin to express and regulate their emotions in a supportive and caring environment.

p.2

Inclusion Expected standard

Children's needs are typically identified and addressed well, in liaison with staff and leaders at the host school. Staff collect relevant information at the outset to help them support children from the start. Where staff identify children's emerging needs, they hold discussions with parents and carers and act on advice from external professionals. Staff use the same strategies as in school to support children's emotional needs, for instance, to help children manage transitions more smoothly. They consider and make adaptations, as appropriate, for example, where children may have physical or emotional health needs. This helps all children to access activities and benefit from all aspects of their time at the club.

p.2

Inclusion Expected standard

Leaders anticipate how they may need to adapt the environment as children's needs change. They make sure that care plans and staff's understanding are appropriate and meet these needs well. Where children face disadvantage, such as those previously known to social care, leaders work with school staff and families to support them through change and challenge. Leaders' detailed understanding and experience of supporting children with special educational needs and/or disabilities helps to promote an inclusive environment where all children are welcomed and thrive.

p.3

Leadership and governance Expected standard

Leaders of the family-run club value all staff and promote their wellbeing. The staff team works together well and interactions with children are typically of high quality. Staff feel supported in their roles and contribute to planning, expressing their ideas and opinions. Children are also involved in planning activities, through discussions about what interests them, for instance. Links with the host school are secure and communication with parents and carers is appropriate. An established key-person system means that parents generally receive information from the same member of staff, about their children's care and experiences. Parents are included and involved. Decisions are based on clear understanding, particularly where children may have identified or emerging needs or challenges.

p.3

Leadership and governance Expected standard

Supervision arrangements are appropriate and new staff are welcomed and supported. Staff complete mandatory training and leaders plan for staff to attend additional training offered by their local authority. Leaders consider professional development, but do not consistently target it to areas in which they want staff to improve, to enhance experiences for children even further. Leaders are generally reflective. They offer feedback to staff on their practice, but do not consistently focus on how they want to develop the provision further to inform staff training even more precisely.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children enjoy their time at the club and benefit from a range of interesting activities and resources. They enjoy quieter spaces after a school day or choose to play with their friends, inside and outdoors. Children develop a love of books, listen to stories and relax in a cosy reading area. They play games with their friends and staff, concentrate on construction and develop their imaginations during role play. Children confidently approach staff to join their play, engaging in craft activities for extended periods of time. They play independently, enjoying resources that link to topics and trips they have been on with school. For instance,

p.4

About this setting

Unique reference number (URN): 2770175 where younger children have been to a safari park with school, club staff provide animal- themed play to support this emerging interest and to spark interesting conversations. Outside, children run around and expend excess energy after their school day. They play ball games and choose outdoor-play resources that promote physical activity.

p.5

About this setting

Children interact with others of all ages and enjoy taking on some responsibilities, such as helping with snack or playing with younger friends. Children embrace the club's key values of kindness, curiosity, confidence, independence and creativity. Staff promote these values through caring and thoughtful interactions. The atmosphere is busy, but harmonious and well managed. Children enjoy attending and routinely ask to come for extra sessions. This is managed well by staff, who promote flexible attendance arrangements to support families' needs. Where children have identified or emerging needs or developmental gaps, leaders are responsive and make adjustments to support engagement in all aspects of the club. Staff welcome and discuss different family dynamics and backgrounds. This helps to support children to understand how they are each unique. Children develop independence and the skills to help them achieve and thrive in life.

p.5

Next steps

Leaders should focus reflection and evaluation of the provision, identifying clear areas to develop further. Leaders should target professional development to enhance staff's skills and knowledge in areas that will improve the provision even further.

p.5

About this inspection

The inspector spoke with leaders, staff, children, parents and carers during the inspection.

p.5

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.

p.5

Address:

Winstanley Cp School Tanhouse Drive Wigan WN3 6JP

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: The Bungalow School Club Ltd

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.6

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7