LSC @ Berkerley Academy

LSC @ Berkerley Academy

Unique reference number (URN): 2820291 Address: The Berkeley Academy, Laidon Avenue, Crewe, CW2 6RU Type: Childcare on non-domestic premises Registered with Ofsted: 04/03/2025 Registers: EYR, CCR, VCR Registered person: Activated Care 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

Leaders establish clear expectations for behaviour and routines. Children generally understand and follow these confidently. They respond promptly to staff instructions and transition calmly between activities. Children increasingly manage expectations independently. For example, they remind peers of club rules and resolve minor disagreements. This demonstrates that expectations are embedded and support children to behave positively.

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Behaviour, attitudes and establishing routines Expected standard

Warm, respectful relationships typically underpin practice. Staff recognise when children become upset or disengaged and use reassurance, choices and meaningful responsibilities to support them. Children generally respond positively, regulate their emotions and successfully re-engage. This helps them feel secure and valued. Staff consider children's individual circumstances and work with families and schools to identify strategies that support positive behaviour. Children collaborate well. They share ideas, help each other and celebrate their peers' achievements. During group activities, children spontaneously encourage those who find activities difficult. This promotes kindness, respect and a positive sense of belonging.

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Behaviour, attitudes and establishing routines Expected standard

Leaders monitor attendance and follow up when children do not arrive as expected. This helps leaders maintain oversight of children's welfare. However, leaders do not consistently ensure that children have access to a sufficiently broad range of resources that sustain their interests. At times, some children become disengaged when activities do not interest or challenge them. This limits opportunities for children to make independent choices, remain purposefully engaged and consistently demonstrate positive attitudes toward their play.

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Children's welfare and wellbeing Expected standard

Children develop independence through everyday routines and confidently manage age- appropriate personal tasks. Staff promote children's physical health through regular outdoor play and energetic activities, including football, rugby and den building. Children remain active and develop their physical confidence. Staff encourage children to stay hydrated and reinforce safe practices during physical activities. Children generally demonstrate emotional security. They confidently seek staff support, share their experiences and describe staff as kind and caring. Staff typically respond effectively to minor injuries, disagreements and emotional distress. This helps children feel reassured and supported.

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Children's welfare and wellbeing Expected standard

Leaders prioritise children's welfare and wellbeing. Staff establish warm, responsive relationships that help children feel safe, secure and valued. They typically know children well and recognise when they need reassurance or additional support. When children become upset, staff listen carefully and use choices, encouragement and meaningful responsibilities. This generally helps children regulate their emotions and successfully re- engage. Leaders promote healthy eating and oral health. Staff talk to children about healthy choices and provide families with relevant information. When packed lunches contain limited healthy choices, staff offer healthier alternatives and work with parents. This provides children with consistent messages about maintaining healthy lifestyles. Overall, leaders provide effective oversight of the club. Children are happy, safe and generally well supported. Staff know children well and respond sensitively to their individual

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Children's welfare and wellbeing Expected standard

needs. Positive relationships help children feel secure and included. Children behave well and enjoy spending time with their peers. Leaders work effectively with parents and schools. However, staffing arrangements do not always provide sufficient flexibility when children need increased individual support. Leaders also do not consistently provide a broad enough range of accessible resources to sustain all children's interests.

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Inclusion Expected standard

Leaders promote an inclusive culture where children are welcomed, valued and supported to participate fully. Staff typically know children well and respond sensitively when they become upset or overwhelmed or need additional behavioural support. Leaders reduce barriers for disadvantaged children through funded places and provide families with information about healthy eating, oral health and local services. This supports children's wider wellbeing and helps them access the same experiences as their peers.

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Inclusion Expected standard

Leaders work effectively with parents and schools to understand children's individual circumstances. They seek information about strategies that work elsewhere and consider how to replicate them at the club. Where necessary, leaders deploy additional staff, consider continuity of existing one-to-one support and seek wider professional guidance. This helps children receive support that reflects their individual needs. Staff respond sensitively and adapt their interactions appropriately. They recognise when children need reassurance, additional guidance or support to regulate their emotions. Consequently, children generally settle, re-engage successfully and participate positively alongside their peers.

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Inclusion Expected standard

However, staffing arrangements are not always sufficiently flexible when children require increased individual support. At these times, staff have less capacity to provide sustained individual support while maintaining effective oversight of and positive experiences for the wider group.

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Leadership and governance Expected standard

Leaders generally provide effective oversight of the club and set a clear vision, so children feel safe, valued and included. They understand the provision's strengths and recognise where it needs further development. Effective partnerships with parents, schools and other professionals help leaders identify children's individual needs, reduce barriers to participation and provide appropriate support. Leaders make considered decisions about staffing and deployment. They use bank staff and senior leaders when attendance increases, or when children require additional support. Staff confidently seek guidance, and leaders respond appropriately. Consequently, children are generally well supervised, safe and supported. However, staffing arrangements do not always provide sufficient flexibility, particularly during staff breaks.

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Leadership and governance Expected standard

Leaders create a positive working culture. Staff feel valued, supported and confident raising concerns. Training and ongoing guidance generally equip staff with a secure knowledge of safeguarding, behaviour management and children's individual needs. This contributes positively to the warm and responsive interactions that children experience. Leaders provide a suitable range of planned activities that children generally enjoy. However, leaders do not consistently ensure that children have access to a sufficiently broad range of resources that reflect and sustain their individual interests. At times, some children disengage when planned activities do not capture their interest. Children have limited alternative resources to choose from independently. This reduces opportunities for children to make purposeful choices and sustain their engagement in play. Leaders also do not consistently provide a broad enough range of accessible resources to sustain all

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Leadership and governance Expected standard

Overall, leaders provide effective oversight of the club. Children are happy, safe and generally well supported. Staff know children well and respond sensitively to their individual needs. Positive relationships help children feel secure and included. Children behave well and enjoy spending time with their peers. Leaders work effectively with parents and schools. However, staffing arrangements do not always provide sufficient flexibility when children need increased individual support.

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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 are happy, confident and enthusiastic about attending the club. They form warm relationships with staff and feel safe and secure. Children confidently approach adults for support and share their experiences. New children settle quickly, form friendships and develop a sense of belonging. Children describe staff as kind and say that they enjoy making new friends. This helps them feel welcomed and valued.

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

Children benefit from a varied programme of enjoyable activities. They enthusiastically participate in football, tag rugby, den building, painting, imaginative play, talent shows and group challenges. These experiences develop children's confidence, creativity, physical skills and ability to work with others. Children proudly celebrate their own and others' achievements. This promotes positive relationships and helps children recognise success. Children particularly enjoy leading their own play. They use their imagination to create games and take on different roles. During den building, children plan designs, select resources and solve problems together. They confidently explain their ideas and consider different possibilities. Staff use purposeful questions to extend children's thinking. As a result, children develop confidence in communicating their ideas and making decisions.

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

Children generally behave well. They understand expectations and typically follow established routines. Children respond promptly to staff, tidy resources and transition calmly between activities. They show kindness and respect. Children encourage friends who find activities difficult and remind each other of the club rules. This demonstrates that expectations are well understood. Children make confident choices and take responsibility. They develop independence and resilience through their experiences. Overall, children have fun, build friendships, remain active and experience a sense of belonging. They benefit from positive experiences that help them achieve, belong and thrive.

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Address:

The Berkeley Academy Laidon Avenue Crewe CW2 6RU

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Next steps

Leaders should strengthen staffing arrangements so that staff can respond effectively when several children need support or during staff breaks. Leaders should broaden the range of accessible resources so that children have greater choice and remain purposefully engaged throughout the sessions. Leaders should ensure that staff respond consistently and promptly when children need more support to manage their behaviour and emotions.

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About this inspection

The inspector spoke with the leadership team, 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. Local authority: Cheshire East

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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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