WL ASC

WL ASC

Unique reference number (URN): 2763959 Address: West Leigh County Infant School, Westfield Drive, Backwell, BRISTOL, BS48 3NG Type: Childcare on non-domestic premises Registered with Ofsted: 20/12/2023 Registers: EYR, CCR Registered person: PAMFA Sports Limited

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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 and staff create a calm, welcoming environment, where clear and consistent expectations for behaviour are generally well established. Staff reinforce these expectations effectively through reminders and by modelling kind, calm and respectful interactions during activities. As a result, children typically mirror these behaviours in their play and interactions with one another, understand what is expected of them and respond positively to guidance about safe and respectful behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Children generally gain confidence and develop social skills as they take part in team sports and collaborative play. They demonstrate kindness and inclusion, for example, by inviting their friends to join their play. Staff recognise children's achievements and provide regular praise, which supports children's self-esteem. For instance, children proudly share pictures they have created, reflecting a sense of community and belonging.

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Behaviour, attitudes and establishing routines Expected standard

Staff build trusting relationships with children, who confidently seek support when needed, such as following a minor fall when staff offer comfort and reassurance. Children are confident and articulate, willingly engaging adults in conversation and sharing their experiences of the club. Transitions between snack time, structured activities and outdoor play are generally well organised and purposeful. Children typically move smoothly between areas and follow agreed routines with minimal prompting. Leaders work closely with parents and the school to promote consistent attendance, supporting children's engagement and continuity of care.

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Children's welfare and wellbeing Expected standard

Children demonstrate high levels of confidence and emotional security, forming secure attachments with leaders and staff at the club. Leaders ensure the environment is welcoming, safe and inclusive, which helps children feel settled and confident to engage. Children benefit from regular fresh air and exercise and have access to both the school hall and outdoor areas, where they confidently take part in ball games, climbing activities and obstacle courses. Staff deploy themselves effectively to ensure all areas are closely supervised, supporting children's safety and engagement. They provide appropriate encouragement and praise, which helps children persevere and experience success. For example, staff sensitively support children to balance on wooden blocks of varying heights, building confidence and physical skills.

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Children's welfare and wellbeing Expected standard

Staff provide healthy snacks that take into account children's dietary needs and encourage snack time to be a positive social experience. They demonstrate a clear understanding of safer eating expectations and closely supervise children as they eat. Staff promote some aspects of a healthy lifestyle, such as encouraging children to wash their hands after using the toilet and ensuring they take water with them when playing outdoors. However, leaders and staff do not consistently use these opportunities to explain why these routines and expectations support children's health and wellbeing. As a result, children's understanding of healthy lifestyle choices is not fully developed. In addition, staff do not provide information that covers wider aspects of keeping safe, such as age-appropriate discussions about online safety. Leaders promote an environment where inclusion is a shared and consistent expectation. They work with the school, parents and external professionals where

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Children's welfare and wellbeing Expected standard

appropriate. This ensures that support is tailored and sustained.

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Inclusion Expected standard

Staff have a secure understanding of individual children's health and care needs, including allergies and intolerances. Partnerships with school staff, alongside daily communication and regular updates from parents, typically ensure a consistent and well-informed oversight of children's needs. This collaborative approach supports children in feeling valued and settled, and in developing a sense of belonging.

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Inclusion Expected standard

Leaders evaluate the provision effectively and ensure that the environment is responsive to the needs of the children attending. They generally work closely with the school, local authority and external professionals to implement targeted strategies for children who require additional support. As a result, children, including those with special educational needs and/or disabilities, are supported effectively and can fully participate in the wide range of opportunities offered by the club.

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Inclusion Expected standard

Leaders organise the provision so that children of different ages, abilities and stages of development play and learn together. Staff are generally attentive and inclusive, recognising quieter children and supporting them sensitively to engage. Participation is monitored carefully, and children are encouraged to contribute at a pace that reflects their confidence and emotional readiness.

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Inclusion Expected standard

Parents consistently describe the provision as reliable and praise staff for knowing their children well. They report that their children show increased confidence, positive behaviour and an enjoyment of the activities and resources provided, demonstrating the positive impact of the club on children's wellbeing.

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Leadership and governance Expected standard

Leaders typically demonstrate a clear and informed oversight of the provision for children and families, ensuring it is well organised, purposeful and effectively managed. They adopt a reflective approach to continuous improvement, regularly reviewing routines and activities and monitoring how children engage with the provision. This enables leaders to identify areas for further development. For example, they generally plan to reduce overly structured learning by increasing opportunities for physical activity within the indoor environment. In addition, changes to the snack routine are being implemented to promote greater independence and reduce children's reliance on staff. Leaders have a secure understanding of the needs of the children who attend and ensure that the environment and activities are inclusive and accessible to all. They have also typically recognised that children who attend full time require a greater variety of experiences, helping to ensure the provision remains

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Leadership and governance Expected standard

engaging and responsive. This results in a generally stable, well-run and dependable club, where children's needs are prioritised and expectations are consistently upheld.

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Leadership and governance Expected standard

Staff wellbeing is a particular strength of the club. They report high levels of job satisfaction, and many have remained in their roles for several years, contributing to a stable and experienced team. Staff generally benefit from a range of training opportunities and regular meetings with leaders, which support professional development. Leaders consistently reinforce expectations around supervision, inclusion and behaviour management. This ensures staff typically apply agreed strategies confidently and consistently, including when supporting children with special educational needs and/or disabilities.

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

Children are cared for by familiar, friendly staff, who know them well. Leaders and staff understand each child's individual needs as they talk to parents before children start at the club. In addition, they have effective relationships with school staff and gather information from them about children's daily experiences. This collaborative approach ensures that children's needs are understood. The well-organised session has consistent routines that are familiar with clear expectations. This helps children settle into the club quickly. Children move confidently between snack, activities and group games, demonstrating a secure understanding of how the club operates. Children speak positively about attending and describe the activities they look forward to, indicating that they value the experiences offered. Children have positive relationships with staff and go to them for reassurance, when they need additional help or have minor accidents.

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

Children engage in activities with interest and concentration. They make independent choices about materials and design and take pride in their achievements. For example, children access an art activity, decide their creative choices confidently and are confident to share them with staff and peers. Staff respond with praise. This supports children's

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Address:

West Leigh County Infant School Westfield Drive, Backwell BRISTOL BS48 3NG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 20/12/2023 confidence and self-expression. Children who are new to the club are introduced to staff, who explain what is on offer and encourage them to participate. Children's safety is a key priority for all staff, who are vigilant about where children are positioned within the club. For example, when some children enter the outdoor area, leaders alert staff so they are aware of children who wish to remain inside. In outdoor games, children participate readily and demonstrate a secure understanding of rules and boundaries. Younger children and older children engage alongside each other without hesitation. Children's emerging confidence is supported. For instance, children readily accept offers of support from staff, who become aware that they need additional help when accessing an obstacle course.

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Next steps

Leaders should strengthen daily routines and interactions with children to promote children's knowledge of healthy lifestyles, enabling them to have increased confidence to make healthy decisions for themselves.

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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. Registered person: PAMFA Sports Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 17:30

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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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