Ants Out of School Club

Ants Out of School Club

Unique reference number (URN): 2799975 Address: St. Anthonys Catholic Primary School, Stafford Road, Wolverhampton, WV10 6NW Type: Childcare on non-domestic premises Registered with Ofsted: 06/09/2024 Registers: EYR, CCR, VCR Registered person: Walker, Laura

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Children's welfare and wellbeing Strong standard

Leaders place children's wellbeing at the centre of the provision. Children enjoy a healthy snack shortly after they arrive, helping them settle into the session. Staff ensure that nutritious options are available and children independently access fruit and fresh drinking water throughout the day. Staff encourage children to stay hydrated and help them understand why drinking water regularly is important, supporting their awareness of healthy choices.

p.2

Children's welfare and wellbeing Strong standard

Children access separate toilet facilities that meet their needs. Staff promote high standards of personal hygiene by consistently encouraging children to wash their hands before eating and after using the toilet. As a result, children confidently manage these routines independently and understand how they help to keep themselves healthy.

p.2

Children's welfare and wellbeing Strong standard

Staff respond effectively to changing weather conditions to promote children's safety and comfort. During hot weather, children choose from cooling refreshments, including fruit, water and an ice lolly. Staff remind children to apply sun cream, wear hats outdoors and take regular breaks in the shade. They adapt the outdoor provision by limiting physically demanding activities and encouraging frequent drinks of water.

p.2

Children's welfare and wellbeing Strong standard

From the outset, staff gather detailed information about children's dietary needs, allergies and food intolerances. Leaders also ensure that staff understand appropriate food preparation for younger children, helping to minimise risks at snack times.

p.2

Children's welfare and wellbeing Strong standard

Staff build warm relationships with children and understand their individual needs. They provide reassurance, listen carefully and create opportunities for quiet conversations about children's school day and feelings. The secure indoor and enclosed outdoor environment, together with a wide range of engaging resources, enables children to feel safe, supported and confident while developing healthy relationships, resilience and emotional wellbeing.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff establish clear routines that children quickly become familiar with and follow confidently. Consistent daily practices help children understand what to expect when they arrive, creating a settled environment, where they feel secure and ready to participate. Children move independently around the provision, confidently accessing resources and making choices about their play because they understand how the club operates.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children's behaviour is generally positive. Staff provide calm, respectful guidance and model the behaviour they expect from children. They typically use a consistent approach to supporting behaviour and draw on their knowledge of each child to respond sensitively to individual needs. Staff recognise when children need additional encouragement or support to remain engaged and adapt their interactions accordingly. As a result, children play cooperatively, treat one another with respect and develop positive relationships with both their peers and staff.

p.2

Behaviour, attitudes and establishing routines Expected standard

Parents comment positively on the wide variety of activities available, explaining that these keep their children interested and engaged throughout the session. They also recognise the positive impact this has on their children's behaviour and enjoyment of the club.

p.3

Behaviour, attitudes and establishing routines Expected standard

Leaders implement clear attendance procedures and share these with parents when children first register. These established processes support regular attendance and help children become familiar with the club's routines, contributing to their confidence, sense of security and active participation in the provision.

p.3

Inclusion Expected standard

Staff build warm, trusting relationships with children and know them as individuals. Before children attend, staff gather detailed information from parents about each child's interests, routines, developmental needs and any special educational needs and/or disabilities (SEND). Using information from parents, leaders and staff identify any barriers to learning and any strategies and communication aids that children may need to access the provision. This enables staff to plan support from the outset.

p.3

Inclusion Expected standard

Leaders ensure that every child in the early years has a key person, who develops a close understanding of their individual needs and provides consistent care and support. Children benefit from familiar adults, who respond sensitively to their emotional wellbeing and adapt their approach to meet each child's needs.

p.3

Inclusion Expected standard

Throughout the session, staff interact purposefully with children, encouraging them to participate in a wide range of activities. They ensure that children of different ages play and learn together. For example, younger children join older children in crochet activities, where they receive encouragement and develop confidence while learning alongside their peers. Staff create an inclusive environment, where every child can participate and make progress.

p.3

Inclusion Expected standard

Leaders have begun to establish links with school staff to support continuity for children. However, partnership working with school staff is not yet fully embedded, which limits the consistent implementation of approaches and strategies for children with SEND across both settings.

p.3

Leadership and governance Expected standard

Leaders typically understand the club's strengths and identify areas for further development. They generally keep their knowledge up to date through professional networks, newsletters and sector guidance, enabling them to review practice and make appropriate improvements over time.

p.3

Leadership and governance Expected standard

Leaders have established a stable staff team that works collaboratively and supports one another's wellbeing. They organise regular supervision meetings and team discussions, providing opportunities for staff to reflect on practice, share information and remain informed about changes in guidance and procedures. Staff complete mandatory training and access additional professional development to extend their knowledge and skills.

p.3

Leadership and governance Expected standard

Leaders build positive partnerships with parents from the outset. Many families have longstanding connections with the club, with some parents having attended the provision themselves as children. Staff value these relationships and communicate effectively with all families. They use translation tools and key words in children's home languages to support parents who speak English as an additional language, helping to ensure that information is shared clearly. Parents speak positively about the care their children receive and comment that their children enjoy attending the club.

p.4

Leadership and governance Expected standard

Although leaders have taken some steps to build links with school staff, these partnerships are not yet fully embedded. Partnership working with school staff should be strengthened further to improve communication and information-sharing, particularly for children with special educational needs and/or disabilities. This would help ensure that consistent strategies are used across both settings, promoting continuity and supporting children's ongoing development.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children arrive happily at this welcoming out-of-school club, where staff greet them warmly and know them well. They develop trusting relationships with staff, who provide sensitive support for their emotional wellbeing. As a result, children feel valued, secure and develop a clear sense of belonging within the club.

p.5

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

Children confidently enter the provision and quickly become absorbed in their chosen activities. They move around the environment with ease, independently selecting from familiar resources and asking staff for additional items to support their ideas. This enables children to take ownership of their play and follow their individual interests.

p.5

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

Children's developing interests are supported effectively by staff. For example, children proudly crochet while chatting with their friends, demonstrating perseverance and enjoyment as they practise a skill they have developed at the club. Parents and carers comment positively on the new skills their children acquire and appreciate the opportunities the club provides to broaden their experiences.

p.5

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

Children's play is supported positively by staff, who use thoughtful interactions to extend learning and sustain children's involvement. For example, when children play with a castle, staff introduce ideas that encourage them to further develop their imaginative play. Children respond enthusiastically, remaining focused and engaged for extended periods as they build on their ideas and experiences.

p.5

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

Children behave respectfully and show consideration for one another. Staff provide calm, consistent guidance that helps children understand expectations and manage their own behaviour. Leaders promote regular attendance, enabling children to build lasting friendships, develop confidence and feel fully included in the club community.

p.5

Address:

St. Anthonys Catholic Primary School Stafford Road Wolverhampton WV10 6NW

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00

p.6

Next steps

Leaders should further strengthen partnerships with school staff to improve information- sharing and promote consistent support for children with special educational needs and/or disabilities.

p.6

About this inspection

The inspector spoke with leaders, staff, children and parents during the inspection.

p.6

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.

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

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.

p.7

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 .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8