School's Out Holiday Squad

School's Out Holiday Squad

Unique reference number (URN): 2802782 Address: St. Pauls Rc Primary School, Preston Old Road, Blackburn, BB2 5EP Type: Childcare on non-domestic premises Registered with Ofsted: 29/07/2024 Registers: EYR, CCR, VCR Registered person: Baker, Christopher

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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

Overall, leaders and staff provide an inclusive environment, where children develop an understanding of predictable routines and learn to make positive choices. This generally supports children to feel secure and confident in knowing what to expect. Children understand expectations. They listen carefully to staff instructions and are generally independent.

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Behaviour, attitudes and establishing routines Expected standard

Staff encourage positive peer relationships through a buddying system, creating a sense of togetherness. This is supported by a respectful culture in which staff act as positive role models, reinforcing expectations and boundaries. Children treat others with kindness and respect. They regularly use positive manners, such as saying please and thank you. Children invite their friends to join their games. These positive relationships are reflected in the harmonious and collaborative nature of activities.

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Behaviour, attitudes and establishing routines Expected standard

Children engage purposefully in activities and show enthusiasm for learning new skills and experiences. They patiently wait for their turn on the computers, support one another during games, such as bucket ball, and work together when making loom bracelets. Older children confidently help younger children during activities. They demonstrate care, responsibility and consideration for others.

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Behaviour, attitudes and establishing routines Expected standard

Staff typically strengthen children's confidence through regular encouragement and praise for their efforts and achievements. Recognition through 'star of the week' celebrates children's success, promotes positive attitudes and helps to raise children's self-esteem. The positive ethos contributes to positive engagement and regular attendance. Children enjoy the opportunities, while leaders work closely with the school to monitor attendance and respond promptly to any absences. Competitions organised by staff motivate children and encourage their active participation in club.

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Inclusion Expected standard

Overall, staff demonstrate a clear understanding of children's individual needs. At times, younger children would benefit from additional support and guidance from a key person to help them engage fully with the play opportunities available within the environment. For instance, staff do not provide more encouragement to some younger children to join in with sport activities and provide simpler explanations of the rules.

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Inclusion Expected standard

Leaders work collaboratively with school staff and parents and carers to meet the needs of children with special educational needs and/or disabilities (SEND) needs effectively. Leaders and staff demonstrate a secure understanding of how to identify and assess children's individual needs. Staff use information gathered during the enrolment process to identify children's interests, preferences, dislikes and any potential barriers to their engagement, alongside relevant medical or dietary requirements.

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Inclusion Expected standard

Leaders and staff have completed a range of training to support children with SEND. This has enhanced their knowledge and enabled them to implement a range of strategies to

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Needs attention

support children's wellbeing. This contributes to children having a positive and inclusive experience while attending the club. Staff recognise the importance of providing quieter spaces for children, who may become overwhelmed by noise or busy environments. Children can access quieter rooms and use ear defenders when needed. This supports their emotional wellbeing and comfort.

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Needs attention

Leaders and staff understand the importance of working in partnership with parents and external professionals. They know when to seek additional guidance if concerns arise regarding a child's behaviour or development. Staff value children's views. They regularly consult with them about activities, sports and resources they would like available at the club.

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Children's welfare and wellbeing Needs attention

For early years children, there is not an effective key-person system in place. As a result, these children do not routinely benefit from having a trusted adult, who can provide tailored support for their emotional wellbeing. This limits opportunities to help younger children develop confidence and a sense of safety and belonging within the club. Sometimes, younger children lack the nurturing response that is needed to encourage and support them to join in. In addition, staff do not consistently strengthen children's understanding of healthy practices through everyday routines. For instance, they do not routinely remind children to wash their hands before preparing and eating food or after taking part in craft activities. This does not support their ongoing independence. While staff encourage participation in sports and physical play, they do not use opportunities to extend children's understanding of

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Children's welfare and wellbeing Needs attention

That said, typically, children settle quickly on arrival. Staff are engaging and calm and create a welcoming environment. Children independently place their belongings in the designated area and choose activities and resources that interest them. Staff encourage children to take responsibility within the club. Children willingly help to tidy away activities and assist with setting up the tables for mealtimes. The club provides nutritious light meals and offers alternatives to accommodate individual preferences and dietary requirements. Mealtimes are organised effectively, enabling children to demonstrate some independence, positive social skills and consideration for others. Leaders place a priority on promoting children's physical development. Children have daily opportunities to participate in a wide range of team sports and make use of a large outdoor area. They benefit from fresh air and regular

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Children's welfare and wellbeing Needs attention

exercise. Children clearly enjoy attending the club, where they can spend time with friends, make choices about their play and participate in sports and creative activities.

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Leadership and governance Needs attention

Although leaders have identified relevant areas for development, they have not yet taken effective action to address or progress these priorities. Professional development does not provide staff with precise feedback and targeted training to strengthen their practice and support ongoing reflective improvements. While leaders provide staff with statutory training, they do not routinely provide staff with additional professional development opportunities or coaching to support their ongoing growth and effectiveness. Furthermore, supervision arrangements are infrequent and lack a clear focus on improving professional practice, encouraging reflective discussions, or considering how staff can better respond to the individual needs of younger children. Leaders have not yet established a key-person system for early years children. This impacts the support for younger children's emotional needs and wellbeing. Leaders have not adequately acknowledged the significance and value of or

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Leadership and governance Needs attention

statutory duty of providing children with a key person. As a result, opportunities to continuously improve practice and further enhance outcomes for children are not fully maximised.

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Leadership and governance Needs attention

That said, leaders give full consideration to staff workload and wellbeing. Staff report that they feel well supported in their roles. The feel valued by leaders and colleagues and morale within the team is high. Leaders actively seek the views of parents and carers and children. They use this feedback to inform improvements, including the introduction of new activities and sports. Parents report that their children are happy to attend, enjoy the wide range of activities on offer and have developed positive relationships with staff and peers.

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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

Early years children do not benefit from a named key person to provide consistent emotional security and act as a familiar and trusted adult they can turn to for reassurance and support. Although leaders have identified areas for development, they do not focus professional development arrangements sufficiently and embed key-person arrangements securely. This means, that some children do not receive the individualised help they need to fully support their emotional wellbeing and engagement.

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

Despite this, children are cared for in a safe, welcoming and inclusive environment. They arrive happy and keen to attend. Friendly, supportive and enthusiastic staff greet children and help them to settle comfortably into the session. Leaders work closely with parents and carers to ensure that all children, including those with special educational needs and/or disabilities and those who may face barriers to their engagement or wellbeing, receive support. Children benefit from a flexible routine that allows them to transition from the school day at their own pace, which supports their emotional wellbeing and sense of security.

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

Children enjoy their time at the club and engage in a broad range of interesting activities. Generally, they independently choose which activities and who they would like to play with, which demonstrates their confidence. Children benefit from resources being accessible and carefully adapted to meet their differing ages, abilities and stages of development. Staff thoughtfully differentiate activities and provide additional support, where needed, to ensure that all children can participate meaningfully and successfully.

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

Children demonstrate positive attitudes, social skills and warm relationships during their time at the club. They are kind, polite and well mannered towards both staff and their friends. Children play cooperatively with their friends from other schools. They follow instructions during activities and develop an understanding of teamwork and mutual respect. Through daily team sports and creative activities, children learn to communicate effectively and support one another to work towards shared goals. Children develop friendships, leadership

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Address:

St. Pauls Rc Primary School skills and their physical health. For example, they take part in group games that strengthen children's sense of belonging within the club. Children enjoy attending regularly and participate fully in club life.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

establish an effective key-person system for early years children to support children's care, individual needs and wellbeing 20/07/2026

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Action Completion Date

support staff to promote positive health and hygiene routines with children to support children's overall health, independence and minimise risks 20/07/2026

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Action Completion Date

provide targeted supervision and professional development for staff to continually make improvements 20/07/2026

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About this inspection

The inspector spoke with the leader, 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. Preston Old Road Blackburn BB2 5EP Type: Childcare on non-domestic premises

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About this inspection

Operating hours: 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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