Washacre Out of School Club

Washacre Out of School Club

Unique reference number (URN): 2791092 Address: Washacre Primary, Clough Avenue, Westhoughton, Bolton, BL5 2NJ Type: LA Nursery School Registered with Ofsted: 31/05/2024 Registers: EYR, CCR, VCR Registered person: St Bede's Childcare 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 Exceptional

Leaders have established an exemplary and inclusive culture in which every child is recognised as an individual and supported to flourish, regardless of their starting point or the barriers they face. Staff know children's families exceptionally well. They act without delay when support is needed, demonstrating an unwavering commitment to children's welfare, safeguarding and inclusion. Leaders routinely remove barriers by funding enriching activities, purchasing essential resources and responding immediately to changing family circumstances. For example, they provide food to take home and Christmas meals and presents for families experiencing hardship. They also fund experiences that promote children's emotional wellbeing, curiosity and sense of belonging following difficult periods in their lives. This highly personalised approach demonstrates exceedingly high aspirations for all children. This reflects leaders' meticulous commitment to inclusion, equality of opportunity

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Inclusion Exceptional

Leaders identify children's needs at the earliest opportunity and work extremely effectively with parents, schools and external professionals to provide highly coordinated support. Leaders and staff have a transformational impact on the lives and outcomes of children with special educational needs and/or disabilities. They ensure that children are fully included and receive commendable levels of individualised support. The consistency of feedback from families provides compelling evidence that children feel happy, secure and highly valued. Parents consistently describe the support they receive as transformational for both their children and the wider family.

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Inclusion Exceptional

Leaders drive positive change beyond the club. They work with schools, local services and community organisations to tackle barriers, including food insecurity. These partnerships extend inclusive support into the community and improve outcomes for vulnerable children and families.

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Leadership and governance Exceptional

Leaders demonstrate exceptionally high standards of leadership and governance. They know the provision, children and families extremely well and use this knowledge to drive continuous improvement. Leaders identify precise priorities and take decisive action. For example, they focus on strengthening positive reinforcement so that staff apply expectations consistently and children further develop positive behaviour and self-regulation.

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Leadership and governance Exceptional

Leaders invest in staff through robust inductions, ongoing professional development and regular support. This strengthens staff's knowledge, confidence and consistency, enabling them to respond highly effectively to children's individual needs. Leaders share very effective approaches across their club, strengthening practice across the wider provision. They also work highly collaboratively with local colleges to share good practice, exchange expertise and influence the development of others. This extends their impact beyond their own provision and contributes to transformational change across the wider early years community. Inclusion remains central to leaders' decision-making. Leaders work closely with families, schools and professionals to identify barriers quickly and provide highly

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Strong standard

personalised support. Children with special educational needs and/or disabilities benefit from precisely tailored resources, strategies and individual targets. Leaders extend this support through holiday provision at a sister club, maintaining continuity of care and opportunity during school breaks, for instance by providing transport to ensure high levels of attendance.

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Strong standard

Leaders use funding strategically to remove financial and developmental barriers. They provide specialist resources, food, practical support and enriching experiences. Their ambitious, responsive leadership transforms children's experiences and improves outcomes for vulnerable children and families.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have established a balanced, respectful and nurturing culture in which high expectations for behaviour are consistently promoted and understood by all children. Children demonstrate very positive attitudes towards one another and enthusiastically engage in the wide range of opportunities available. Children approach activities with curiosity, confidence and sustained concentration. For example, during a junk-modelling activity, children persevere with cutting thick cardboard. Rather than taking over, the staff provide timely guidance and encouragement. This enables the children to solve the problem independently and complete their spaceship with pride. This highly skilful support promotes resilience, confidence and a strong sense of achievement.

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Behaviour, attitudes and establishing routines Strong standard

Children, including those with special educational needs and/or disabilities and those who face barriers to their learning, play cooperatively and respectfully alongside their peers. Staff have an excellent understanding of children's individual needs and implement consistent behaviour strategies that enable every child to participate successfully. Warm, trusting relationships are evident throughout the club. Staff model respectful communication. Children confidently seek them out for reassurance and comfort and to share their achievements, demonstrating that they feel safe, valued and emotionally secure.

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Behaviour, attitudes and establishing routines Strong standard

Leaders place a high emphasis on establishing positive routines and promoting regular attendance. Robust attendance monitoring, prompt follow-up of absences and effective partnership working with schools and families ensure that children receive consistent support. Personalised transition books further strengthen continuity between the school and the club, enabling children, particularly those who are disadvantaged, to establish secure routines and flourish. As a result, every child feels confident participating, learning and benefiting from the exciting opportunities the club provides.

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Children's welfare and wellbeing Strong standard

Leaders consistently prioritise children's welfare and wellbeing, creating a nurturing, inclusive environment where children feel safe, valued and emotionally secure. Staff develop warm, trusting relationships with children and know them exceedingly well. This enables them to respond sensitively to children's individual needs and changing circumstances. As a result, children arrive happily, settle quickly into established routines and confidently engage in the wide range of opportunities available. For example, staff warmly greet each child by name upon arrival, creating a welcoming atmosphere in which children are eager to participate.

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Children's welfare and wellbeing Strong standard

Staff actively promote healthy lifestyles and physical development. Outdoors, children confidently use crates, tyres and large loose parts to build imaginative structures. They work together, negotiate ideas and solve problems as they move and manipulate equipment. This develops children's physical confidence, coordination, resilience and teamwork. Staff reinforce healthy routines by encouraging children to stay hydrated during warm weather and providing nutritious snacks and drinks.

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Children's welfare and wellbeing Strong standard

Highly effective partnerships with families, schools and external professionals ensure that children's changing needs are identified early and met through carefully planned, personalised support. Staff regularly review individual strategies, adaptations and targets. This ensures that children, including those with special educational needs and/or disabilities and those facing barriers to their learning or wellbeing, receive the support they need to thrive in a safe, caring and inclusive environment.

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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 flourish in this exceptionally nurturing, inclusive and inspiring environment. They feel safe, valued and excited to attend. Children form warm, trusting relationships with staff. They confidently seek reassurance, share their ideas and ask for help when needed. Staff know the children exceptionally well and respond sensitively to their individual interests and needs. As a result, every child develops a strong sense of belonging.

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

Children demonstrate high levels of independence. They confidently register their attendance, manage their own belongings, choose resources and make decisions about their play. They eagerly immerse themselves in stimulating experiences that inspire curiosity, imagination and exploration. During outdoor play, children care for the animals in the forest area by feeding the chickens and searching for frogs in their natural habitat. They talk confidently about what animals need in order to stay healthy, showing empathy, curiosity and respect for living things.

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

Children work together to build imaginative structures using crates, tyres and loose parts. They negotiate roles, solve problems and adapt their designs when challenges arise. Children proudly share their ideas with staff and peers, demonstrating excellent communication skills. They remain focused for extended periods and eagerly participate in creative activities, physical games and themed experiences that broaden their understanding of the wider world.

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

Children consistently demonstrate resilience, perseverance and confidence. They embrace new challenges, support one another during play and celebrate each other's achievements. Behaviour is of a high standard. Children understand expectations, follow routines exceptionally well and show respect for others. They patiently wait for their turn on outdoor equipment and remind one another how to use large loose parts safely. Children also ensure that everyone is included in their games. They take pride in caring for their environment by tidying resources independently and helping younger children. As a result,

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Address:

Washacre Primary Clough Avenue, Westhoughton Bolton BL5 2NJ

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Address:

Registered person: St Bede's Childcare Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00 they develop excellent social skills, emotional security and self-confidence. Their individuality is celebrated, their voices are valued, and they are exceptionally well prepared for the next stages of their learning and development.

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Next steps

Leaders should sustain and further develop their highly effective support for children and families. They should ensure that their innovative practice continues to have a transformational impact on children's achievement and wellbeing.

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About this inspection

The inspector spoke with the leaders and staff 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. Local authority: Bolton

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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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