St Anne's After School Club CIC

St Anne's After School Club CIC

Unique reference number (URN): 2775707 Address: St. Annes C Of E Primary School, School Road, Oldland Common, Bristol, BS30 6PH Type: Childcare on non-domestic premises Registered with Ofsted: 12/02/2024 Registers: EYR, CCR, VCR Registered person: St Anne's After School Club CIC

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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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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are at the heart of this provision. Leaders and staff have in place rigorous policies and procedures, which are regularly reviewed by the team. This ensures that all children's welfare and wellbeing needs are consistently met. Staff gather information about children before they join and while they attend the club. For example, allergies, dietary requirements and any additional support that children require. This enables staff to meet each child's individual needs effectively.

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Children's welfare and wellbeing Strong standard

Children understand and consistently follow routines that are embedded in daily practices. For instance, they wait for their name to be called before they leave the classroom, look after their personal belongings and wash their hands before snack. These routines provide the children with structure and predictability, supporting their individual needs, independence and confidence.

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Children's welfare and wellbeing Strong standard

Children manage their personal hygiene well and understand the importance of handwashing before eating. They learn important personal skills. Children enjoy healthy snacks and explain that fruit and vegetables help them grow strong. Parents comment that the staff encourage children to try different foods, helping them understand the benefits of healthy eating.

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Children's welfare and wellbeing Strong standard

Children benefit from a large, secure outdoor area. They enjoy football, games and riding scooters. These activities support children's physical development and confidence. Children show an excellent understanding of how to keep themselves safe. For instance, they explain the need to wear helmets while using the scooters and to only use the designated areas for this activity.

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Behaviour, attitudes and establishing routines Expected standard

Children's behaviour and manners are in line with their age and stage of development. They show a real sense of belonging. Children help shape the club rules and understand what is expected of them. Children are kind and caring towards each other. Staff are positive role models for the children. They treat each other, parents and children with kindness and respect. Clear routines and behaviour expectations are in place to support children to understand and follow the rules, including using polite language, such as please and thank you, helping each other and tidying up the toys.

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Behaviour, attitudes and establishing routines Expected standard

Children use their collaborative skills as they play. For example, they help each other gather ingredients for their magic potions and praise each other's 'magical spells'. Staff recognise and praise children's positive interactions, which helps to promote children's confidence and self-esteem. Children enjoy attending the club. They say, 'I like playing in the garden, riding scooters and dressing up as a fairy.' Staff work closely with parents and the school to help children to settle in, which supports their wellbeing. Staff have effective procedures in place for monitoring children's attendance. For instance, when children are booked in for a session and do not attend, staff liaise with school staff and parents to check children's wellbeing.

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Inclusion Expected standard

Staff have secure procedures in place to support children with special educational needs and/or disabilities (SEND), and those who face barriers to learning. For example, they work closely with the schools special educational needs coordinator (SENCO), they gather relevant information from parents, carers and the school before children start and while they attend. Overall, support for children with medical needs or SEND is coordinated and responsive to their individual needs.

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Inclusion Expected standard

The daily handover from school to after-school club staff is comprehensive. School staff share relevant information about the children's day. For example, any accident or incident, medical needs or messages for parents. These effective links with the school help to ensure that children receive consistent care.

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Inclusion Expected standard

Staff access training to further extend their knowledge and skills to best support children at the club. This contributes to high standards of welfare. Staff use training in sign language to support children's confidence, independence and communication skills.

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Leadership and governance Expected standard

Staff use a range of strategies to support children with special educational needs and/or disabilities. They work in partnership with parents and the school special educational needs coordinator to meet each child's needs well.

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Leadership and governance Expected standard

Leaders monitor staff's performance and wellbeing through regular supervision. Together, they identify training needs. This helps staff to develop their skills, which contributes to the overall high quality of children's experiences at the club. Staff comment that they enjoy working at the club and that leaders support them well. Leaders hold regular meetings with staff to review safeguarding practices and strengthen their understanding of how to keep children safe. Robust policies and procedures underpin their daily practices, helping to promote children's safety and wellbeing.

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Leadership and governance Expected standard

Staff demonstrate an awareness of the setting's strengths and take some steps to address areas for development. They take account of the views of staff and children to help adapt activities for different age groups. However, weaknesses in the organisation of resources are not always addressed. For example, books are not always readily accessible to children of all ages. As a result, the quality of provision does not consistently meet the needs of all children.

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Leadership and governance Expected standard

Staff in the after-school club know children and their families well. They establish positive relationships with parents and speak to them at collection times. However, they do not consistently share information about the activities children access during each session. As a result, parents are less able to build on children's experiences at home, and continuity between home and the club is not as strong as it could be.

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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

All children are welcome at this inclusive after-school club. As each child arrives, staff greet them warmly and engage them in conversation about their day. Children speak positively about their experiences at the club. They say they enjoy playing with their friends in the garden, doing arts and crafts and the role-play area. There is a happy and calm atmosphere as children talk to each other and the staff while they have snack and play together. Children behave well at this club.

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

Children enjoy healthy snacks and are beginning to understand the importance of a healthy diet. For instance, children say that fruit and vegetables help them to grow strong. Children manage their personal hygiene well and understand the importance of regular handwashing before eating. Children learn important personal skills.

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

Staff know all children well. They value children's choices and opinions and plan a wide range of enjoyable activities that follow their interests. For example, children enjoy building with an array of resources, arts and crafts and exploring the sensorial garden. Children display high levels of confidence, independence and engagement with their chosen tasks.

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

Children of different age groups play in harmony together. They share, take turns and help each other. For example, older children help younger ones to select and carry resources to the role-play area. Together, they make magic potions. Staff actively engage with children as they play. They listen carefully to what children have to say, ask questions to further their understanding and link their learning. Children show a sense of belonging. They develop strong bonds with staff and their peers, which helps them to feel safe and secure.

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

Staff form positive relationships with children, their families and the school the children attend. On the whole, this partnership work helps to ensure that children's individual needs are met. Staff diligently monitor children's attendance. This contributes to children's overall safety and wellbeing.

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Next steps

Staff should strengthen the organisation of resources to ensure that children of all ages have consistent access to a suitable range of age-appropriate books. Staff should implement a consistent system for sharing information with parents about the activities children access at the club to strengthen continuity of provision.

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About this inspection

The inspector spoke with leaders, practitioners, children and parents 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:

St. Annes C Of E Primary School School Road, Oldland Common Bristol BS30 6PH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: St Anne's After School Club CIC

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 03:25 - 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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