Skools Out Ltd

Skools Out Ltd

Unique reference number (URN): 2801529 Address: Milton St Johns, Mill Lane, Mossley, Ashton-U-Lyne, OL5 0BN Type: Childcare on non-domestic premises Registered with Ofsted: 15/08/2024 Registers: EYR, CCR, VCR Registered person: Skools Out 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 Expected standard

Children behave well within the setting and engage positively with their peers and staff. Older children are considerate of younger children and readily include them in their play. Staff promote kindness, respect and positive social interactions, helping children to develop confidence and feel valued. As a result, interactions between children are generally positive and respectful. Children enjoy a wide range of collaborative play experiences. For example, they work together with staff to make dough, taking turns, sharing resources and having their own ideas. Younger children use their imagination during role play, pretending they are working at a fast food restaurant, serving one another with bricks and trays. Others play cooperatively in the sand area, using different moulds to build sandcastles and create together, demonstrating good teamwork and communication skills.

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Behaviour, attitudes and establishing routines Expected standard

Staff know the children well and use this knowledge to provide consistent support that meets their individual behavioural and emotional needs. Children with additional needs and/or disabilities are supported to regulate their emotions, including through access to quiet spaces when needed. Leaders ensure that relevant information is shared with staff so that children experience a consistent approach to behaviour management. Established routines help children feel safe and secure. Leaders maintain accurate attendance registers and liaise closely with the school to ensure children are collected safely and accounted for throughout each session.

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Children's welfare and wellbeing Expected standard

Leaders have considered effective ways to support children's physical development and wellbeing within the setting. A sports coach attends weekly to engage children in a range of physical activities and children have regular access to outdoors through activities, such as football, creative crafts and free play. Leaders and staff have also established clear expectations regarding the use of screens to help ensure children's safety and wellbeing, such as asking children to refrain from using their phones within the setting and encouraging them to get involved in activities offered.

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Children's welfare and wellbeing Expected standard

Children are welcomed into a warm and nurturing environment, where they can relax, play and explore after the school day. Staff promote healthy lifestyles by encouraging good hygiene practises, providing healthy fruit snacks and ensuring children remain hydrated while playing outdoors. They also promote good manners and positive social interactions throughout the session. For example, children use manners when asking to use the bathroom or during snack time. Children typically develop secure, trusting relationships with the adults who care for them, supporting their emotional wellbeing. Staff know the children well and ensure that those who may face barriers to their learning or wellbeing are welcomed, valued and supported through positive relationships and inclusive practice. For example, staff ask children about their families and show interest in exciting events in the children's lives, such as moving into a new class soon.

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Inclusion Expected standard

Leaders and staff have a secure understanding of the individual needs of the children who attend the setting. They use this knowledge to identify and reduce potential barriers to children's participation, ensuring that all children are welcomed and included. Staff understand the reasonable adjustments that may be required to enable children of all abilities to access activities and experiences alongside their peers. For example, staff explain how they may need to adapt the environment or purchase additional resources for children with specific needs.

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Inclusion Expected standard

Although there are currently no children in the early years age group with identified barriers to their learning or development, leaders and staff demonstrate a clear understanding of how they would provide appropriate support if needed. This includes working in partnership with parents, liaising with the school and seeking advice from external professionals to ensure that children's individual needs are understood and met from the outset.

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Inclusion Expected standard

The provider has established effective relationships with school staff to support the appropriate sharing of information about children's development and wellbeing where necessary. This collaborative approach helps to promote continuity of care and enables staff to respond effectively to children's changing needs. As a result, children experience an inclusive environment, where they feel valued, supported and able to participate confidently in the setting's activities.

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Leadership and governance Needs attention

Processes for monitoring and supporting staff are not sufficiently robust. Staff do not receive regular supervision or structured feedback to support their professional development and review their practice. Although staff have attended recent training, leaders do not consistently evaluate whether this has had the intended impact on practice or identify any further support that may be required.

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Leadership and governance Needs attention

Leaders have secure and trusting relationships with parents and carers at the setting. They have established relationships with the school where they are located, which helps support daily transitions for children. Leaders have appropriate recruitment procedures in place for new staff. Appropriate checks are obtained for any new members of the team starting and they undertake an induction period and are provided with the setting's policies and procedures to support their understanding of their role.

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Leadership and governance Needs attention

Leaders have recently completed safeguarding training for both early years and primary-age children to ensure their knowledge remains up to date. Leaders have also reviewed aspects of daily practice following training. For example, they have strengthened mealtime procedures so that children remain seated while eating, promoting their safety. Although leaders recognise that opportunities for professional development are limited, they remain committed to maintaining staff knowledge and ensuring safeguarding remains a priority.

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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

Leaders of the setting have not considered how they can support staff's continued professional development. They do not have robust systems in place for regular supervision and support for staff to identify where more support may be needed to secure their knowledge. As a result, leaders do not have good oversight of the setting's strengths and weaknesses to ensure they are consistently making progress.

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Inspector:

Remi Stennett Children finish their school day and happily join the after-school club, where they are welcomed by familiar staff who know them well. They quickly settle into the routine and confidently choose from a range of activities that reflect their interests. For example, children choose to play outside with the construction blocks and make believe games with their peers. Children develop secure relationships with adults and enjoy sharing stories about their day. Staff create a calm, nurturing environment, where children feel safe, listened to and valued.

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Inspector:

Children play cooperatively with their peers, demonstrating kindness, respect and good social skills. For example, they play together and extend on each other's ideas. Older children are considerate of younger children and contribute to an inclusive environment, where everyone is encouraged to participate. Children are supported sensitively within the setting to develop their confidence and resilience. Children benefit from opportunities to be active, they play football together and staff join in their games. Children practise their creative skills, creating dough shapes with sparkles. Children behave well and are supported to make healthy choices. They demonstrate a positive attitude towards others, for example asking their friends to join them in games and activities.

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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 action by the assigned date:

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Action Completion Date

leaders should implement a robust system of providing staff with ongoing professional learning and ensure this is regularly monitored to check staff's knowledge and understanding 09/08/2026

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About this inspection

The inspector spoke with leaders, staff, children and 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 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:

Milton St Johns Mill Lane Mossley Ashton-U-Lyne OL5 0BN

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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 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 17:45

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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. 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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