St Wilfrid's Wasps Grappenhall

St Wilfrid's Wasps Grappenhall

Unique reference number (URN): 2763781 Address: St Wilfrids Church Hall, Church Lane, Grappenhall, Cheshire, WA4 3EP Type: Childcare on non-domestic premises Registered with Ofsted: 13/12/2023 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 consistently high expectations of behaviour from children at the club. They work harmoniously with children, showing mutual respect. Leaders and staff are positive role models, who show genuine care and empathy towards the children. For example, staff take time to sit with and talk to children about their day and things that are important to them, such as a new puppy. Staff praise children's positive behaviour and children have extremely positive attitudes towards each other and staff. Children play well with others in small groups of varying ages, and there is a high level of care shown between children.

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Behaviour, attitudes and establishing routines Strong standard

Staff create a calm and inviting space for children to play and relax before and after school. They play alongside children at the activities that they have chosen. Staff have implemented routines and boundaries that are clear and understood by all children. This includes setting expectations around screen time. Children follow this guidance and after their turn easily move on to other activities. Staff are responsive to any changes to children's behaviour and adapt their approach to meet individual children's needs. Leaders and staff monitor children's attendance and understand the importance of sharing information with the school.

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Children's welfare and wellbeing Strong standard

Leaders ensure that children's wellbeing and welfare are prioritised. They have recently adapted and updated the menu to ensure that this is healthy and encourages children to try new foods. Leaders did this, showing respect for children through discussions on why the menu needed to change. Children have been responsive to this change and join snack time with enthusiasm. Staff support children to choose their own food but could further enable children's independence by serving all the food and drink themselves. Staff support children to use this as a social time to share news and happenings from recent holidays and the school day.

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Children's welfare and wellbeing Strong standard

Leaders and staff create a calm and safe place for children to experience a range of activities. Staff ensure that children have regular opportunities to engage in physical activity, either inside the hall or outside in the garden. Leaders continue to look for further opportunities to continue to strengthen children's physical activities.

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Children's welfare and wellbeing Strong standard

Leaders and staff know the children extremely well and are highly responsive to the individual needs of children attending. This includes supporting new children to settle and supporting children with special educational needs and/or disabilities to have time and space in a calm environment.

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Inclusion Strong standard

Leaders and staff have a clear understanding of each child and their individual needs, personalities and family life, particularly for those children with special educational needs and/or disabilities and children who have barriers to their learning. They use this information to support children to transition into the club and provide activities that meet their needs. Staff create calm spaces, where children can relax and unwind after school. Leaders and staff share information with parents and carers and the school effectively. They work together to ensure that children's needs are supported so that they can take part and enjoy the activities at the club.

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Inclusion Strong standard

Staff support children to try new activities and experiences in calm and gentle ways. For example, children are encouraged to join in to learn about other cultures, such as Chinese New Year. Children are responsive and eager to participate in the activities on offer, such as making key rings for gifts. Staff adapt the activities and approaches to meet the individual needs of the children attending. Staff recognise that some children need space and certain activities to help them to regulate and these are available and monitored to ensure that children are safe and happy.

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Leadership and governance Strong standard

Leaders have a clear oversight of the club. They identify the areas of strength and ways that they can continue to further develop the club, such as extending the physical opportunities for children to experience. Leaders focus on ensuring that children receive the best experience when attending the club.

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Leadership and governance Strong standard

Leaders and the organisation work effectively together to provide support that is individualised to meet the needs of the staff and club. This involves regular visits and support via phone calls and messaging systems. Staff feel supported and valued. Leaders are also working with the local authorities to ensure that professional learning opportunities are available that are specific to wraparound clubs.

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Leadership and governance Strong standard

Leaders and staff work effectively together to provide a quality provision that meets the needs of all children attending. They have high levels of professionalism and continually reflect on the activities available for children to ensure they have a well-rounded experience and feel part of the local community. For example, visiting the care home and gifting residents homemade biscuits

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Leadership and governance Strong standard

Leaders and staff work in close partnership with parents and carers, sharing information to ensure that children are well supported between home and school. For example, when children are settling into the club additional support and communication is put in place to share children's progress and ensure a smooth transition.

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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 club that is calm, inviting and offers a sense of home. Leaders and staff create a family feel, where children are safe and help to look after each other. For example, older children help to look after younger children as they walk to the hall. Leaders and staff have built positive relationships with children that are focused on mutual respect. They involve children in the decision-making of the club, including when changing the menu or the day-to-day activities. Children show a secure sense of belonging in the club. They

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About this setting

Unique reference number (URN): 2763781 openly share news of their holidays and their day at school. Children are happy and actively take part in all routines.

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About this setting

Children join in activities in this peaceful club, where children are immersed in play, games and quiet activities. They are supported to make choices about the activities that are available each day. Children have the opportunity to experience a range of activities, including physical play, art and craft, building and stories and games. Children play well with other children of differing ages. Children behave extremely well and are supported to develop self-regulation skills and empathy towards others through the gentle guidance and support offered by the staff. For example, children take turns to eat snack in groups, enabling children who are happy to play and to eat later. Children's uniqueness is celebrated and achievements are recognised and praised, such as children trying new food for the first time.

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About this setting

Leaders and staff have developed effective partnerships with parents and carers and the school to support the children's overall development. Staff and parents share information that supports and enables the club to meet their individual needs. For example, parents share current interests with the staff and they use this to inform the club's activities.

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Next steps

Leaders should ensure that they continue to develop the activities available to meet the needs of older children, particularly boys, so that they can have a transformational impact enabling them to achieve and flourish.

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About this inspection

The inspector spoke with leaders, 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:

St Wilfrids Church Hall Church Lane Grappenhall Cheshire WA4 3EP

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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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