Woosh

Woosh

Unique reference number (URN): 2822620 Address: Barlby Cp School, Hill Top, Barlby, Selby, YO8 5JQ Type: Childcare on non-domestic premises Registered with Ofsted: 31/12/2024 Registers: EYR, CCR, VCR Registered person: Solbec 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 generally behave considerately and show regard for the club's rules. There are effective processes in place to monitor attendance and ensure children are safe, particularly during the transition into the out-of-school club. Children are typically respectful towards each other and to members of staff. Leaders identify the behaviours they want children to develop, including independence and appropriate table manners. During afternoon snack, children make their own wraps and are encouraged to wait for each other to finish before leaving the table. However, children sometimes wait too long during these routines. As a result, noise levels rise and some children become less settled. The organisation of these routines does not consistently support children's independence, engagement or positive behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Children are supportive of each other. Nurturing staff model kindness and, as a result, children show care towards each other. They invite others to join their games and welcome them into play. For example, children engage in water play together to make a lemonade stand. They show younger children how to fill containers using the water dispenser and when they spill, they offer them reassurance and provide further guidance. Children reflect the considerate behaviour modelled by staff and understand the club's expectations.

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Children's welfare and wellbeing Expected standard

Children's relationships with staff are positive. Staff engage in play with children and demonstrate general understanding of their individual needs. For example, as children engage in water play, staff challenge them to create potions, asking them about what ingredients they need and what effect the potion will have. This challenge provides focus for children, who may face barriers to their learning and ensures all children are fully included.

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Children's welfare and wellbeing Expected standard

Staff promote physical activity. Children have lots of opportunities to take risks in their play and challenge their physical development. They play on bikes, climb the trim trail and have vast areas in which to move in a variety of ways. This helps children to regulate and develop healthy attitudes to exercise and physical play. Children learn about how to keep themselves healthy and safe. For example, they learn about sun safety and take regular breaks in play to rehydrate.

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Children's welfare and wellbeing Expected standard

Parents state that children are excited to attend the out-of-school club. They report that the integration of older and younger children helps foster a community feel, with children developing friendships that make their transitions throughout the school, as they grow, easier.

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Inclusion Expected standard

Leaders and staff have a clear view of children's individual needs. They work closely with school staff and families to ensure relevant information is shared so that children are fully supported throughout the day. Generally, children are included in the activities and experiences on offer. Younger children are nurtured by older children, who are respectful and tolerant of them as they join their play. Staff monitor this, considering when to step in to support engagement and when to observe. They are responsive to children who need extra support and share information pertinent to this that ensures consistency for children.

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Inclusion Expected standard

Staff engage in regular training that helps them to support children who face barriers to their learning. They work with the school staff to embed shared strategies and support for children. Staff listen to the information they receive from parents and school to plan appropriate transitions for children. For example, priority may be given to shared reading to support children's emotional wellbeing or to physical challenges as a strategy for self- regulation. This inclusive practice reduces barriers children face during those transition periods and helps them to settle quickly into play.

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Leadership and governance Expected standard

Leaders governance of the out-of-school club takes a reflective approach. They routinely consider what works well and what areas need development. Leaders include staff, children and families in their decision-making. Leaders establish relationships with parents that enable families to share relevant information about their children's needs. Parents are satisfied with the club and know whom to approach when they require information. However, leaders do not routinely share updates about children's day-to-day experiences with all parents. Consequently, parents do not always receive a consistent picture of how their children spend their time at the club.

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Leadership and governance Expected standard

Leaders secure additional funding to make improvements to the services that they provide. They have installed a trim trail and resourced the provision with toys and games that suit the range of needs and interests of the children in their care. Leaders have clear plans to develop the spaces they use further. Leaders oversight ensures staff are suitable. They implement procedures to support them in their roles, holding regular meetings to share information and ensure staff are trained to meet the needs of the children in their care. As a result, all children, including those with special educational needs and/or disabilities, are well supported. Staff report positively on their wellbeing and feel supported by leaders.

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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 look forward to attending this supportive and engaging out-of-school club. They arrive with enthusiasm, excited to play with friends. Children soon settle into a range of stimulating activities that are planned with the broad age range of children in mind. Children are encouraged to voice their opinions about future plans and developments to the club. They add suggestions to the suggestions box and these are considered by staff, who provide feedback to the children. This helps children to feel valued and respected and supports their wellbeing.

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

Children have access to a vast outdoor space in which they play. They use this in a variety of ways. Children ride bikes, travel across the trim trail and play sports. Children have a large space in which to move and regulate their emotions after the demands of the school day. They develop healthy attitudes towards physical play, and this promotes their wellbeing. Children also engage in more focused activities, like bracelet making, crafts and construction bricks. Staff join play, taking the opportunity to teach children new skills or continue their learning from the school day. For example, children practise their developing phonics skills to find words in a word search. The opportunities are plentiful and meet the differing needs and interests of all children.

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

Partnerships with parents are effective and close links with the school ensure that children are very well supported and attendance is promoted. Staff are familiar to them and understand their needs, likes and preferences. Children can continue with learning activities from themed days in school, for example taking part in planting and baking activities. Children learn about how to stay safe. They respond positively to the rules, routines and

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Address:

Barlby Cp School Hill Top, Barlby Selby YO8 5JQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Register(s): EYR, CCR, VCR expectations of the setting. This contributes positively to their behaviours for learning and their inclusive attitude towards all children in the out-of-school club. Children play collaboratively, sharing resources and demonstrating kindness and understanding towards each other.

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Next steps

Leaders should consider reviewing the organisation of routines to reduce waiting times and consistently promote children's independence and positive behaviour Leaders should consider how information is shared more consistently with parents

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About this inspection

The inspector spoke with leaders, staff, children and parents 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,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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