Blue Dragons Wrap Around Care

Blue Dragons Wrap Around Care

Unique reference number (URN): 2798653 Address: St. Michaels Primary School, School Lane, Kirkham, Preston, PR4 2SL Type: Childcare on non-domestic premises Registered with Ofsted: 08/08/2024 Registers: EYR, CCR, VCR Registered person: Ryder, Billie

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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

Staff create a play environment that helps children to feel happy and generally calm. Children understand and meet the expectations for their behaviour and follow the routines well. They line up on entry to be registered and know to listen for their names to go for snack, for instance. Children listen to and follow instructions from staff and have the confidence to approach them if they are unsure what to do next. Staff notice and help children to resolve minor disputes. They address any incidents swiftly to help children understand the impact of their actions and words on others. Children are chatty and enjoy the time they spend at the club with their friends. While there are weaknesses in inclusion, these do not affect how all children typically demonstrate positive attitudes and behaviours.

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Behaviour, attitudes and establishing routines Expected standard

Children play together with their peers and with friends of different ages. Older children enjoy helping their younger peers and invite them into their play. Staff are mindful of children's ages and developmental stages. Staff who work with younger children at the host school, pay close attention to these children while at the club, helping to build their confidence. Staff build relationships with families, supporting them with flexible attendance patterns, for instance, to accommodate their changing circumstances and to promote regular participation.

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Children's welfare and wellbeing Needs attention

Outdoor play is weather dependent and, therefore, not always regular or frequent. When outdoor areas are used, they are spacious and allow children to be physically active. Children generally eat healthy food and snacks at the club, but are not always provided with, or encouraged to drink, water during their sessions. Leaders do not have a comprehensive understanding of up-to-date nutritional guidance, which affects how well they can promote children's overall wellbeing. Staff frequently complete tasks for children that they could do for themselves, particularly around snack time. Staff prepare and serve food and snacks for children, for instance limiting what children gain from these key parts of their day. Routines around caring for their own belongings and the play environment are not well embedded. These weaknesses hinder how well all children, including those with barriers to engagement and wellbeing, develop their independence skills, how they begin to assess and manage risk

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Children's welfare and wellbeing Needs attention

and understand more about their physical health.

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Children's welfare and wellbeing Needs attention

Staff create a play environment that is generally appropriate for children's needs and there are resources available to engage and spark children's interest. Children are happy to play independently and also to include and involve staff in their play. While interactions between staff and children are inconsistent in quality, children feel comfortable and secure with familiar staff. Children are confident to express their emotions and to let staff know how they feel. Hygiene routines are implemented appropriately. Children understand to wash hands before snack, for instance.

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Inclusion Needs attention

Leaders do not have sufficiently thorough knowledge and understanding of how to support children with special educational needs and/or disabilities (SEND). In addition, they have not identified or trained staff to take responsibility for children with SEND. Leaders understand the positive impact that additional training might have on interactions with children but have not taken steps to put this in place. For instance, where children have barriers to verbal communication and use signing, other children communicate with them in this way, but staff and leaders cannot. Leaders do have the support of the host school and seek advice where emerging concerns arise. However, they are not sufficiently proactive to enable the swift identification of, and early intervention to support, children's individual needs.

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Inclusion Needs attention

Leaders have similar expectations for all children and a general understanding of how to make adaptations to support the engagement of children with SEND or those facing other barriers to engagement or wellbeing. For example, they understand that children who have one-to-one support at school, would require similar help at the club. Leaders have an inclusive attitude towards the provision and are receptive to making changes to ensure they are better prepared for supporting SEND. Leaders engage with parents and carers at the outset to find out about any existing needs that children may have. They amend and update children's information, if needs are identified after they start, to keep records up to date.

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Leadership and governance Needs attention

Leaders do not have sufficiently thorough understanding of the quality of provision or of updates to guidance. While they understand that there are areas they need to improve, leaders have not identified these for themselves. When discussed, leaders are receptive to making positive changes. Leaders do not support staff well enough in their roles. Staff do not have regular opportunities for confidential discussions with leaders and coaching arrangements are limited. Arrangements to support children with special educational needs and/or disabilities are basic and rely significantly on the host school.

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Leadership and governance Needs attention

The club typically runs smoothly, and children are generally happy during their time attending. Leaders liaise with staff at the host school and with families, to help children experience continuity in their day and at home. Staff communicate appropriately with parents and carers, keeping them informed of key information.

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Leadership and governance Needs attention

Leaders are supportive of staff's personal circumstances and are mindful of their wellbeing. Leaders offer flexible working arrangements, where staff experience challenges in their home lives, for instance. The small team of staff and leaders work closely. They plan together for activities and crafts, following key themes and celebrations throughout the year, for instance. Staff have some opportunities to share their expertise and skills with children, for instance helping them begin to knit and sew. Leaders are keen for children to thrive in the provision and to take steps to improve children's experiences.

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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

Weaknesses in the knowledge and understanding of leaders mean that staff are not fully supported in their roles and that arrangements for children with special educational needs and/or disabilities are basic. Staff do not consistently engage children in purposeful play and interactions or promote their independence skills and physical health as well as possible.

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

Children typically enjoy the time they spend at the club with their friends, often wanting to stay longer. This encourages regular attendance. They chat and play with others of different ages, are confident in the play environment and feel secure with familiar staff. Children happily chat to visitors about their school day and home lives. Staff supervise children appropriately and provide age-appropriate activities to occupy them. Activities are focused on arts, crafts and construction, along with some games and puzzles. Topical activities are provided, such as crafts based around football tournaments. Children can choose other resources as desired, such as books to read. They are involved in elements of planning for the following week, for instance choosing snack options for the weekly shopping list.

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

Children eat snacks that are generally healthy and have some opportunities to engage in active, outdoor play. Topics introduce children to some festivals outside of their own experience, such as Hanukkah and Chinese New Year. However, the unique characteristics and differing experiences and backgrounds of children and their families are not always celebrated to help children appreciate the diverse world. Children generally understand and follow the routines, such as lining up to register on entry and stopping what they are doing to listen when leaders signal for their attention. Children behave well and typically meet staff's expectations with ease.

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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 supervision and coaching arrangements and identify professional development opportunities to support staff in their roles 29/07/2026

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Action Completion Date

ensure staff with responsibility for children with special educational needs and/or disabilities have the knowledge and understanding for the role and that arrangements are in place to support those who require additional help 29/07/2026

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Action Completion Date

ensure that leaders have the knowledge and understanding to promote children's health and wellbeing, follow nutritional guidance and provide regular and frequent access to outdoor areas 29/07/2026

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About this inspection

The inspector spoke with leaders, staff, children, parents and carers 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

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Address:

St. Michaels Primary School School Lane, Kirkham Preston PR4 2SL

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 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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4 to 11

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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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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