Sankey Wasps

Sankey Wasps

Unique reference number (URN): 2771799 Address: Barrow Hall Community Primary School, Sophia Drive, Great Sankey, WARRINGTON, WA5 3TX Type: Childcare on non-domestic premises Registered with Ofsted: 14/12/2023 Registers: EYR, CCR, VCR Registered person: Sankey Wasps 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 behave exceptionally well. They are consistently busy and deeply engaged in the many exciting and purposeful experiences available to them. Staff carefully and precisely consider children's ages and stages of development and shape highly targeted activities that closely match their interests. This helps to maintain consistently high levels of motivation and sustained involvement in activities. Children confidently and articulately express why they enjoy attending the club, explaining that they can spend time doing the things they enjoy most, such as singing, reading and team games.

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Behaviour, attitudes and establishing routines Strong standard

Leaders create a calm, positive and highly purposeful environment by setting clear, consistent and well-established expectations for behaviour. They embed routines securely and systematically, enabling smooth and highly efficient transitions into the provision. Behaviour is consistently exemplary. Staff respond calmly, sensitively and thoughtfully, supporting children, where appropriate, to reflect on their feelings and manage their emotions effectively. Children collaborate highly successfully during shared activities, including art and fundraising projects. They sustain exceptionally high levels of engagement and enjoyment, while building secure and positive relationships with others.

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Behaviour, attitudes and establishing routines Strong standard

Staff deploy themselves highly effectively across all areas of the provision, maintaining vigilant and proactive supervision while allowing children, including those with special educational needs and/or disabilities, the freedom to explore and make independent choices. These carefully planned experiences help children develop confidence, resilience and independence, while forming secure, positive and trusting relationships. Leaders rigorously monitor punctuality and attendance, ensuring children attend regularly.

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Children's welfare and wellbeing Strong standard

Staff promote children's welfare and wellbeing highly effectively. They know children exceptionally well and notice quickly and sensitively when they need comfort, rest or time in a quieter space before and after the school day. Staff respond with understanding, sensitivity and consistent reassurance. This helps children to feel secure, happy and emotionally ready to join in. Younger children benefit from highly personalised support and a well-established key-person system, which ensures a familiar and trusted adult is available to support them at all times. For example, on arrival, key adults routinely and thoughtfully ask younger children about their day and play alongside them until they are confident and ready to join their friends. This consistent and nurturing support strengthens children's emotional security and helps them to build secure and trusting relationships with staff.

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Children's welfare and wellbeing Strong standard

Children, including those with special educational needs and/or disabilities, develop healthy routines and increasingly confident self-care skills. They independently follow securely embedded hygiene practices, access drinks throughout the session and confidently choose from a range of nutritious food options. Staff closely and carefully monitor children during mealtimes, using these opportunities purposefully to encourage conversation, develop communication skills and strengthen positive social interactions. Staff actively encourage children to take responsibility for their own care and wellbeing, including understanding how to stay safe online. They provide clear, precise and age- appropriate guidance, effectively supporting children to recognise and manage simple risks safely. Children thoroughly enjoy attending, build highly positive relationships and experience consistently nurturing care that supports their emotional wellbeing, resilience

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Inclusion Strong standard

Children with special educational needs and/or disabilities and those who face barriers to learning receive excellent levels of support. Staff have an in-depth understanding of each child's needs and home circumstances. Tailored strategies are in place, including bespoke care practices and one-to-one support, so children can participate safely and meaningfully in activities that interest them. For example, children needing help to engage in physical challenges are enabled to do so through effective staff deployment.

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Inclusion Strong standard

The club provides a stable, nurturing environment where vulnerable children are closely monitored. Leaders have established highly effective partnerships with parents, teachers and other professionals, including the local authority. These secure relationships create a consistent and well-coordinated approach to meeting individual needs. Furthermore, these established links ensure families in the local community experiencing disadvantage are identified and signposted to the club, including during the school holidays. As such, children are able to access rich and varied experiences they may not otherwise have in an inclusive provision.

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Inclusion Strong standard

Children's voices are valued. For example, older children help choose activities for the week ahead and younger children have designated time each day to reflect on what they are learning about in school as well as their individual unique interests.

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Leadership and governance Strong standard

Leaders evidence high aspirations for providing an inclusive, high-quality out-of-school setting. They consistently drive the positive outcomes children and staff experience. Leaders adapt the provision effectively to ensure all children can engage, including children with special educational needs or those facing disadvantage. For example, when children require additional support, they deploy staff effectively and utilise funding so all children can fully participate, including during school holidays. Close links with nearby schools, external agencies and the local community are well established.

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Leadership and governance Strong standard

Staff are consistently calm, professional and highly focused on supporting children because leaders model and promote these expectations. Staff know each child's individual needs and help them work towards their goals by listening and engaging in their interests. Staff enthusiastically join in with outdoor games and respond to children's requests to play in the house corner or build a tower out of blocks, resulting in children who are extremely happy and settled at the club.

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Leadership and governance Strong standard

Staff report feeling very happy in their roles and value the support leaders provide through regular supervisions and attention to their wellbeing. Leaders make astute decisions to bring about improvements. For example, they have prioritised behaviour management training for all staff, contributing to the calm and harmonious atmosphere, where children play cooperatively and listen to one another.

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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 arrive to an extremely welcoming, warm and well-organised environment. Staff build secure, trusting relationships and have a deep understanding of each child's routines, preferences and individual needs. Children's safety and wellbeing are prioritised. For example, staff effectively, confidently and safely manage daily transitions from a variety of different settings in the community. Key-person arrangements are highly effective, particularly for younger children. Staff encourage and guide children from an early age to self-regulate their emotions and understand their feelings. Staff are highly effective in helping children to risk assess their play and understand road safety.

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

Staff skilfully include all children by encouraging them to listen and learn from one another. They model positive interactions and support meaningful conversations about making choices. As a result, children communicate ideas, include others and build meaningful friendships. For instance, older children support younger peers by encouraging them to join in collaborative play and help them understand the rules of a team game. This promotes kindness, respect and cooperation while developing leadership skills. Children consistently behave well, showing curiosity, resilience and pride in their achievements, whether they are completing a challenging puzzle or mastering a word game. Children develop healthy habits and confident self-care. They independently follow embedded hygiene practices and access drinks and meals from a range of nutritious options.

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

Staff build respectful and trusting relationships with children and their families. They demonstrate comprehensive knowledge of each child and respond promptly and sensitively to their varying needs. For example, care practices are tailored for children with special educational needs and/or disabilities. Staff continually adapt the environment and resources to enable all children to participate fully. Parents value highly how quickly their children settle at the club and make friends. Leaders work in partnership with school staff, external professionals and parents to promote regular participation and robustly monitor children's attendance.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of any disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing they may care for in the future.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, designated safeguarding leads, 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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Address:

Barrow Hall Community Primary School, Sophia Drive Great Sankey WARRINGTON WA5 3TX

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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 : 15:00 - 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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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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