PALS-Briercliffe Primary School

PALS-Briercliffe Primary School

Unique reference number (URN): 2845173 Address: Briercliffe Primary School, Delamere Road, Briercliffe, Burnley, BB10 2JU Type: Childcare on non-domestic premises Registered with Ofsted: 03/07/2025 Registers: EYR, CCR, VCR Registered person: Play And Learn Scheme Community Interest Company

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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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Children's welfare and wellbeing Strong standard

Children are happy, curious and engaged individuals as they enjoy the range of activities that have been carefully considered. Leaders and staff keep children at the centre of their practice as they reflect on what children are most engaged with. The provision offers a safe space, where children are able to relax after a busy day at school as they access a comfy area to chat or read a book. Children's wellbeing is supported as they participate in physical activities, such as axe throwing, archery and football. Leaders acknowledge the importance of enabling children to move and play as they encourage participation. Children's needs are supported swiftly, which enables them to feel secure and valued. Consistency of familiar staff and close working relationships with the linked school provide routines and familiarity to children, deepening their sense of belonging.

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Children's welfare and wellbeing Strong standard

Leaders and staff work hard to develop close parental partnerships to provide feedback effectively. This builds trust and ultimately ensures that children are continually supported. Children are well prepared for transitions as they follow the embedded routines, confident in knowing what is expected of them. Children are proud as they receive praise and take on roles of responsibilities, such as the 'line leader', and help younger children to settle in. Staff are quick to provide reassurance to younger, newer children as they are conscientious about settling them into the provision.

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Behaviour, attitudes and establishing routines Expected standard

Children are happy to attend and participate in activities with confidence and engagement. Children enjoy sharing the experiences with friends from different classes and build relationships. Children follow embedded routines well as they confidently make choices based on their preferences. For example, children line up for activities with confidence to show they want to participate in sporting activities. This encourages children to be independent and to be focused within the provision. Leaders and staff set high expectations for behaviour and, overall, behaviour is typically positive. However, sometimes strategies used are not consistent. Leaders and staff use different approaches to supporting behaviour, which sometimes confuses children and reduces the impact.

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Behaviour, attitudes and establishing routines Expected standard

Children with special educational needs and/or disabilities (SEND) are carefully considered as leaders and staff adapt routines. For example, children with SEND access the bathrooms to wash their hands first, as the environment is quieter and calmer. This supports children to participate in routines positively.

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Behaviour, attitudes and establishing routines Expected standard

Leaders provide a supportive and flexible provision as they work closely with the school leaders to promote attendance. Leaders refer children who need extra help into the provision to support parents and families experiencing difficulties. This highlights the importance of collaborative working, which is a priority for leaders.

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Inclusion Expected standard

Leaders and staff create an inclusive environment, where children's individual needs are recognised and supported. Staff know children well and respond quickly, using carefully planned strategies when support is needed. For example, children can access quieter, calmer spaces if they feel overwhelmed. This helps staff and children recognise needs and resolve difficulties promptly. Children with special educational needs and/or disabilities transition well into the provision because potential barriers are carefully considered. Leaders and staff understand each child and are confident in providing appropriate support. Leaders work with school leaders to identify children who need extra support and help them access additional care, supporting their attendance.

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Inclusion Expected standard

Leaders and staff set high expectations for all children as they provide appropriate activities central to the ages and stages of children. Leaders work with other professionals, such as the school staff, to continue strategies already used to implement into their practice. This provides consistency and routine for children. As a result, children typically respond and are supported well. Leaders and staff communicate with parents, carers and professionals effectively to ensure information is suitably shared.

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Leadership and governance Expected standard

Leaders typically recognise their strengths and areas for development as they focus on smooth transitions and building children's confidence for the new academic year. Leaders and staff are typically reflective within their practice and encourage regular training opportunities to develop knowledge. Leaders generally identify improvements needed through observational methods, such as peer observations, as well as from parental feedback, as they understand the importance of continuous improvement. Staff are receptive to receiving training and express how they feel valued by leaders. However, this support is not always individualised to independent staff members. Therefore, sometimes professional development is not always tailored to support individual strengths and areas for development to benefit children.

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Leadership and governance Expected standard

Leaders are approachable and build trusting relations with staff and parents to support them effectively, acknowledging the importance of their wellbeing. Parents express how they feel supported and how staff know children well. Leaders identify the importance of consistency as they work alongside school staff. As a result, leaders and staff develop a detailed understanding of children's needs. This culture of collaborative working creates bonds between the provision and primary school as they link together for sharing information, safeguarding among families and creating wider experiences for children.

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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 transition with ease into the provision, excited to see friends from other classes. Children are greeted by familiar staff as they settle confidently. Children follow routines well, as they know what to expect next and feel secure. Children explore the variety of activities as the provision is inclusive for all ages and stages of development. Children are clearly valued by staff as they celebrate their unique personalities. For example, staff choose activities, such as modelling clay as they know children will love to create different figurines. As a result, children are happy as they laugh and have fun. Leaders and staff work hard to

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Address:

Briercliffe Primary School Delamere Road, Briercliffe Burnley BB10 2JU develop effective parent partnerships through communication and feedback. Staff understand each child and their needs. Children feel a sense of belonging and parents express their gratitude.

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Address:

Children become confident and curious individuals as they participate in a range of sporting activities. As children play 'axe throwing' and archery, they develop physical skills, such as hand–eye coordination. Children also learn social skills and experience healthy competition as they are encouraged to show respect for their peers, celebrating the winners. Children benefit from these opportunities as they develop their skills and confidence within group activities. Leaders and staff are reflective in their practice as they discuss what activities children enjoyed most.

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Next steps

Leaders should use consistent strategies to help children understand behaviour expectations. Leaders should use targeted approaches to identify and further support staff with their own professional development to benefit children.

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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. Type: Childcare on non-domestic premises

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About this inspection

Registered person: Play And Learn Scheme Community Interest Company

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:50,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 17:45

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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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