Funky Friends Link Club Ltd

Funky Friends Link Club Ltd

Unique reference number (URN): 2837521 Address: St. Paul Of The Cross Catholic Primary School, Milnthorpe Road, Burtonwood, Warrington, WA5 4PN Type: Childcare on non-domestic premises Registered with Ofsted: 09/04/2025 Registers: EYR, CCR, VCR Registered person: Funky Friends Link Club Limited

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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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Inclusion Strong standard

Leaders have established a highly ambitious and effective culture of inclusion. This is deeply embedded across the club. Leaders and staff know all children exceptionally well. They demonstrate a detailed understanding of their individual needs and abilities. Robust relationships with families and the host school enable staff to gather relevant information before children start. This helps staff respond promptly to children's current and emerging needs. Staff value children's backgrounds and circumstances. They reflect on this through conversations and shared experiences. Staff routinely check in with school staff to gather important information about children's day. This includes important information, such as any incidents, accidents or messages from home. This helps to ensure continuity of care.

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Inclusion Strong standard

Staff work proactively with families and external partners to identify and reduce barriers to children's engagement. They make thoughtful adaptations for children with special educational needs and/or disabilities. Staff adjust communication approaches, role modelling language and supporting children's understanding. Routines and resources are carefully considered to allow all children to participate fully. Children who may be hesitant or require additional support are sensitively encouraged. This enables them to confidently access the full programme of activities successfully.

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Inclusion Strong standard

Leaders use additional funding effectively to support children who may face any barriers. This helps to ensure children can attend regularly and benefit from enriching experiences.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff create a welcoming and safe space, where children enjoy playing alongside peers of different ages, including those they may not usually interact with at school. Clear boundaries help children understand what is expected of them, and staff reinforce these calmly and consistently. Children respond positively, showing respect for each other, the resources and the environment. They listen carefully to instructions, particularly during outdoor activities, and demonstrate an awareness of how to keep themselves safe. For example, children know they must put on their shoes, socks and sun cream before going into the garden.

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Behaviour, attitudes and establishing routines Expected standard

Overall, routines support children to know what is happening next, helping them transition between activities with increasing confidence. This is particularly beneficial for younger children and those with special educational needs and/or disabilities, who rely on predictable structures to feel secure. However, routines before mealtimes are not yet fully embedded and can occasionally feel less organised. Even so, children follow familiar expectations around hygiene and know to wash their hands before eating.

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Behaviour, attitudes and establishing routines Expected standard

Staff know children well and have established warm, trusting relationships with them. They use children's interests to help them remain focused. For example, staff have created a football stadium in the role-play area to reflect children's enthusiasm for the Football World Cup. Leaders monitor attendance closely and use established communication methods to ensure parents understand the importance of regular attendance.

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Children's welfare and wellbeing Expected standard

Staff are attentive, nurturing and responsive, helping children feel secure, settled and confident during their time at the club. They gather detailed information about children before they start, using transition discussions, registration forms and regular communication with parents and carers. This enables staff to understand children's individual needs, interests and any barriers to participation.

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Children's welfare and wellbeing Expected standard

Children receive support to develop an understanding of their health, safety and wellbeing through daily routines and conversations. Staff promote healthy choices by ensuring drinking water is readily available and offering a variety of fresh fruit at snack time. Although staff give children healthy choices for the food they provide, they do not take all possible steps to ensure that children, who bring snacks from home, always make the healthiest choices.

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Children's welfare and wellbeing Expected standard

Children are encouraged to recognise and manage their emotions. Staff provide opportunities for quiet time when needed. For example, children independently take themselves to a calm space to rest. Staff use these moments to promote conversations that help children talk about how they feel, supporting their emotional wellbeing and sense of security.

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Leadership and governance Expected standard

Leaders have a clear understanding of the strengths of the provision and remain committed to ongoing improvement. They have established positive partnerships with the host school and families, helping ensure children experience consistency, security and a strong sense of belonging. Leaders make decisions that prioritise children's needs and are particularly committed to inclusion. They ensure children with special educational needs and/or disabilities and those who may face other barriers are welcomed and supported to participate fully. Leaders work closely with families, school staff and external professionals to understand children's needs and make appropriate adjustments. This approach enables children who may face challenges in other settings to thrive within the club.

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Leadership and governance Expected standard

Leaders value staff wellbeing and workload. They provide flexible arrangements for meetings and communication so all staff can contribute, regardless of working patterns. Recruitment is carefully considered, and new staff receive induction and ongoing support. Staff complete mandatory training to ensure they understand their statutory responsibilities, for example all staff complete safeguarding and paediatric first-aid training. Leaders recognise that further opportunities to develop staff expertise help to strengthen practice over time. Staff have recently completed training to support children's emotional wellbeing.

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Leadership and governance Expected standard

Parents speak positively about the club and appreciate the nurturing environment, writing that their children 'build trusting and engaging relationships'.

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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 arrive at the club happy, excited and ready to take part in the wide range of activities available to them. They quickly settle and engage in the activities staff have planned for them. Children confidently put away their belongings, greet staff warmly and move straight into play. Staff and children share friendly conversations, demonstrating the close bonds that help children feel secure and valued. Children show that they feel safe and comfortable as they follow expectations, such as washing their hands before snack, listening to instructions outdoors and joining group activities when invited.

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

Children demonstrate high levels of engagement throughout the day. They freely express themselves, chatting about their experiences at home and at the club. Staff know children well. They use this knowledge to shape experiences that reflect their interests. Children eagerly choose from creative, physical and sensory activities. Activities are adapted so that children of different ages and developmental stages can participate meaningfully. Staff encourage children who are initially hesitant sensitively. This enables all children to enjoy and sustain involvement in play.

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

Children develop positive friendships as staff support them to understand the needs of others and include their peers in play. Clear boundaries help children understand what is expected of them. Staff model kindness and respect in their interactions. Children behave well and share their toys with their friends. They work together in games and help staff to tidy away. Children often invite staff to join their activities, showing trust and enjoyment in these relationships. Children are relaxed, confident and happy, expressing their enjoyment through laughter, conversation and shared experiences.

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Address:

St. Paul Of The Cross Catholic Primary School Milnthorpe Road, Burtonwood Warrington WA5 4PN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Funky Friends Link Club Limited Staff maintain strong communication with parents and carers, sharing details about each child's day and respond promptly when children are absent. This partnership approach helps children feel secure and ensures families remain well informed.

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Next steps

Leaders should support parents to provide healthy packed lunches and snacks so that children develop strong foundations for their own self-care and physical health. Leaders should support staff to ensure routines are embedded to allow children to develop an understanding of what is expected of them and anticipate what is happening next.

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About this inspection

The inspector spoke with leaders, staff and children during the inspection. He also took into account the views of parents through written testimonials.

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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. Register(s): EYR, CCR, VCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 09:00,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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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

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 .

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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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