Woolston Wasps

Woolston Wasps

Unique reference number (URN): 2766360 Address: Woolston Community Primary School, Barnfield Road, Woolston, WARRINGTON, WA1 4NW Type: Childcare on non-domestic premises Registered with Ofsted: 14/12/2023 Registers: EYR, CCR, VCR Registered person: Wasps Care 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

Leaders have established a positive culture where all children understand and respond to the club's high expectations. Children behave very well and require very little direction from staff. They confidently follow familiar routines throughout the session. For example, transitions between activities, snack and school collections are calm, purposeful and well organised.

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Behaviour, attitudes and establishing routines Strong standard

Staff build warm, respectful relationships with children. They help children understand how their behaviour affects others and encourage them to reflect on the choices they make. Where children need additional support, staff implement agreed strategies consistently. For example, children are recognised for their efforts through an individual reward system before staff talk through any behaviours that may have affected others. This helps children develop positive relationships, resilience and an understanding of their own behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Leaders maintain effective oversight of children's attendance and expected collection arrangements. Staff know children and families very well and quickly identify when children do not attend as expected. They work closely with parents and schools to follow up any changes and ensure children remain safe and well supported. Parents describe the club as a place their children are excited to attend and say they are often disappointed on days they are not booked to come.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are given a high priority. Leaders respond effectively to children's changing needs. For example, during periods of hot weather, they adapt the environment by creating additional shaded outdoor areas to help children remain comfortable and continue to enjoy their time at the club safely.

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Children's welfare and wellbeing Strong standard

Staff promote healthy lifestyles through everyday routines. Children independently follow good hygiene practices and readily access drinking water throughout the session. Older children naturally encourage younger children to make healthy choices, such as trying unfamiliar foods, reminding them to drink regularly, seek shade and avoid overexertion while playing outdoors. This helps children develop positive attitudes towards healthy lifestyles and caring for one another's wellbeing.

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Children's welfare and wellbeing Strong standard

Staff help children develop a secure understanding of how to keep themselves safe. Even the youngest children confidently explain why they wear high-visibility vests during school collection. Children say the high-visibility vests stop them blending into the concrete because their school uniforms are black.. Older children confidently explain how to stay safe online and what to do if approached by someone they do not know. They readily identify trusted adults they can speak to if they are worried. As a result, children develop the knowledge and confidence to help keep themselves safe both within the club and in the wider community.

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Inclusion Strong standard

Leaders have established an inclusive culture where every child is known as an individual. Staff identify children's needs quickly and work closely with parents, schools and other professionals to ensure support is tailored effectively. Each child has a named key person, while all staff confidently describe children's individual needs and implement agreed strategies consistently. Children feel secure, valued and able to participate fully in club life.

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Inclusion Strong standard

Leaders take effective action to reduce barriers to children's participation and wellbeing. Staff use personalised approaches to help children develop confidence, regulate their behaviour and build positive relationships. For example, staff give children responsibilities that reflect their strengths and interests, such as becoming the 'shed monitor'. This, alongside consistent encouragement and personalised strategies, helps children develop confidence, behave well and make a positive contribution to club life. Leaders work closely with parents and schools to review support and ensure it continues to meet children's changing needs.

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Inclusion Strong standard

Staff are well equipped to meet children's individual needs. For example, staff have completed training to strengthen their knowledge and confidence in supporting children with special educational needs and/or disabilities and those with increasingly complex needs. Children attending through funded holiday programmes benefit from activities, healthy menus and support that reflects their individual needs. As a result, children develop respect for one another's different experiences and backgrounds and enjoy an environment where everyone feels they belong.

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Leadership and governance Strong standard

Leadership is highly effective. Leaders have established a child-centred culture where children's wellbeing and the needs of families underpin decision-making. They respond proactively to changing circumstances and work closely with schools and the wider community to ensure children continue to benefit from high-quality wraparound care.

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Leadership and governance Strong standard

Leaders prioritise staff wellbeing. They provide regular coaching, supervision and day-to-day support, helping staff feel valued and confident in their roles. Leaders make reasonable adjustments where needed and routinely check on staff wellbeing. Staff describe leaders as visible, approachable and supportive. This creates a positive culture where staff feel well supported. Professional development is carefully planned to reflect statutory requirements, children's emerging needs and staff interests. Leaders provide targeted training and create regular opportunities for staff to share effective practice across the organisation. This strengthens staff knowledge, promotes a consistent approach and benefits children.

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Leadership and governance Strong standard

Leaders work closely with parents and respond flexibly to the needs of children and their families. Parents describe the club as welcoming, flexible and responsive. They value the relationships staff build with their children and appreciate the way leaders adapt the provision to meet their childcare needs while maintaining children's safety, wellbeing and enjoyment.

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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 experience a welcoming, community-focused club where they quickly develop a strong sense of belonging. They confidently greet staff and friends before independently following familiar routines, such as putting away their belongings, washing their hands and joining activities of their choice. Children of all ages feel valued and included. Older children naturally support younger children throughout the session, from helping to prepare activities before they arrive from school to buddying them during the walk back to the club. This helps

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About this setting

Unique reference number (URN): 2766360 younger children develop confidence and gives older children a strong sense of responsibility and belonging.

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About this setting

Leaders and staff know children exceptionally well. They provide a broad range of experiences that reflect children's interests and give them the freedom to choose how they spend their time. Staff adapt their support to meet individual needs, helping children feel emotionally secure and confident to share their ideas, experiences and any worries they may have. Children develop into thoughtful, respectful and caring individuals. They readily celebrate each other's differences and confidently talk about the many ways families can be different. They show kindness towards one another throughout the session, checking on friends, offering help and ensuring everyone feels included in play.

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About this setting

Children demonstrate a mature understanding of how to keep themselves safe. They confidently explain the routines that keep them safe during school collections, understand how to stay safe online and know what to do if approached by someone they do not know. They readily identify trusted adults both at the club and at home who they can talk to if they are worried. Parents describe the club as having a genuine community feel where their children are happy, feel safe and are excited to attend.

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Next steps

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

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About this inspection

The inspector spoke with the operations director, operations manager, club manager, special educational needs coordinator, 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.

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Address:

Woolston Community Primary School, Barnfield Road Woolston WARRINGTON WA1 4NW

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Address:

Type: Childcare on non-domestic premises

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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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