St John's Holiday Club

St John's Holiday Club

Unique reference number (URN): 2760784 Address: St. Johns RC Primary School, Chepstow Road, MANCHESTER, M21 9SN Type: Childcare on non-domestic premises Registered with Ofsted: 05/12/2023 Registers: EYR, CCR, VCR Registered person: We Are Adventurers 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 Strong standard

Leaders and staff work together to ensure that children understand the expectations for their behaviour in the club. They create a positive and well-structured environment. All children understand the clear and consistent expectations for their behaviour. Children quickly get to know the routine, such as gathering promptly for morning safety briefings. They respond to clapping signals for attention, and listen carefully when instructions are shared. These are all firmly embedded. Children respond instantly, demonstrating their secure understanding of what is expected.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between staff and children are warm, respectful and trusting. Staff model calm and positive behaviour. Older children naturally act as role models for younger ones. Children collaborate well, take turns and listen when others speak. Staff reinforce expectations sensitively. For instance, they remind children about the importance of sun safety as well as how to whittle wood safely.

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Behaviour, attitudes and establishing routines Strong standard

Staff promote the importance of positive timekeeping and regular attendance. This enables children to know what to expect. Children show positive attitudes. They consistently speak politely and respectfully to staff and their peers. Children engage enthusiastically in woodland exploration as they search for insects. Staff consider children's ages, stages and individual needs when supporting behaviour. They offer gentle encouragement or alternative activities when children prefer not to join group games. For example, younger children enjoy making mud soup in the mud kitchen, while older children build a tree house.

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Children's welfare and wellbeing Strong standard

Leaders embed policies and practices that support children's wellbeing, mental health and welfare. Care practices across the club are effective in meeting children's individual needs. They have 'quiet zones' with hammocks, cushions and books, where children go and sit quietly when they want to regulate their emotions. Staff are highly responsive to children's changing needs throughout the day. Children form highly positive and secure relationships with staff. They know who to go to if they need support.

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Children's welfare and wellbeing Strong standard

Staff nurture secure and trusting relationships with children. Key persons prioritise building positive attachments. This helps to ensure younger children settle quickly, helping them to feel safe and confident. Staff recognise when children need reassurance or encouragement. They offer sensitive support that promotes children's emotional security.

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Children's welfare and wellbeing Strong standard

Leaders embed a harmonious culture, where children manage their feelings and behaviour very well. They support children to develop an understanding of their physical health and personal safety. Sun safety routines are well embedded. Staff remind children to stay hydrated, apply sun cream and play in shaded areas. Children consistently make choices to develop healthy lifestyles, such as drinking water and washing their hands before snacks and after messy play. Leaders prioritise children's physical development. Children strengthen their large muscles and develop long-lasting skills. For example, they take great delight when they confidently climb the trees.

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Inclusion Strong standard

Leaders establish a positive culture where staff identify and understand children's individual needs early and well. Systems for gathering information before children start, including detailed online forms, enable leaders and key staff to assess children's individual needs promptly and plan appropriate support. Planning meetings before each club ensure staff are fully aware of children's allergies, medical needs and requirements to support any special educational needs and/or disabilities.

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Inclusion Strong standard

Leaders reduce barriers to children's participation and wellbeing through thoughtful adaptations and flexible practice. They believe that children should participate in decisions about the club and the activities they offer. Staff plan activities based on children's interests. For instance, children create their own clay models to sell in the shop they have created. Activities are differentiated so all children can participate at their own pace. Staff encourage involvement without pressure. When children choose not to join a group activity, they receive support to explore alternative opportunities confidently.

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Inclusion Strong standard

Staff recognise when children need additional encouragement. For example, staff sensitively support quieter children by setting up a craft activity nearby, enabling them to join others at their own pace. Younger children benefit from consistent routines to help them to build attachments. This helps them to feel secure and ready to participate. Older children naturally support younger ones, reflecting the inclusive ethos leaders have embedded.

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Leadership and governance Strong standard

Leaders are highly ambitious and strive for excellence in all aspects of the club. They consistently embed high standards across all aspects of the club. Leaders demonstrate a clear understanding of the important role the club plays in supporting children and their families. They are committed to inclusion, ensuring the club is accessible to all children, including those with special educational needs and/or disabilities and those from disadvantaged backgrounds.

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Leadership and governance Strong standard

Leaders are visible and regularly model practice. They ensure daily practice prioritises children's safety and welfare. For example, before the daily safety briefing, leaders complete listening exercises to ensure they have the attention from all children. Staff explain how well leaders support them. They value the feedback and access to regular training.

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Leadership and governance Strong standard

Ongoing monitoring and support ensure that staff practice remains at a consistently high level. Leaders value their staff, investing in their wellbeing and development. This helps staff to feel supported, confident and well equipped in their roles. Professional development is a clear strength. Staff access a wide range of training to develop their practice and continue to support their needs.

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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 enjoy their time in this warm, engaging and well-organised outdoor environment. Their safety, interests and wellbeing are clearly prioritised. From the moment children arrive, routines are familiar and reassuring. Staff complete head counts together and use clear signals to gain children's attention. For example, staff call out 'back to base' to encourage children to return to the hut. This helps children to understand the rules and expectations for the day. This creates a calm and predictable start that supports children to feel secure.

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About this setting

Unique reference number (URN): 2760784 This outdoor setting allows children to benefit from a range of rich experiences. They show determination as they explore the natural environment. Children test their physical strength with growing control. For instance, in the woodland area, they climb trees, explore natural materials and search for insects. Children take part in imaginative play, such as bear hunts and den building. Staff skilfully balance freedom with safety, enabling children to take appropriate risks while reinforcing rules, such as respecting nature. Older children enjoy working together on shared tasks. They show a growing awareness of others as they take turns and share their ideas. Children show that they feel safe in this setting.

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About this setting

Relationships between staff and children are warm, caring and supportive. Staff know children well and respond sensitively to their individual needs. Children who prefer quieter play receive gentle encouraged to join others at their own pace. Younger children receive support to build secure attachments with staff. Mealtimes are sociable and children learn about healthy choices. They talk about where different foods come from and how they support their health. Children demonstrate positive attitudes, confidence and independence. They make choices about their play, wash their hands independently and engage enthusiastically in activities.

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Next steps

Leaders should ensure continued improvement in the club's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's engagement and wellbeing.

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About this inspection

The inspector spoke with leaders, staff 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:

St. Johns RC Primary School Chepstow Road MANCHESTER M21 9SN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: We Are Adventurers Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 17:30,Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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