CALMS

CALMS

Unique reference number (URN): 2814046 Address: Leyland Methodist Junior School, Canberra Road, Leyland, PR25 3ET Type: Childcare on non-domestic premises Registered with Ofsted: 25/11/2024 Registers: EYR, CCR, VCR Registered person: CALMS

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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

Early years children typically benefit from a positive environment with well-established routines and expectations. They transition calmly from school, confidently choose activities and follow familiar routines, including handwashing and snack time. Warm relationships help children feel secure. They readily approach familiar adults to share achievements, discuss their day and seek reassurance. Leaders promote good attendance and work well with parents.

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Behaviour, attitudes and establishing routines Expected standard

Children generally cooperate well. They build together, engage in imaginative play and negotiate roles. Staff typically provide praise and encouragement while considering children's age, development and individual circumstances. Children increasingly resolve manageable disagreements independently.

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Behaviour, attitudes and establishing routines Expected standard

Staff recognise when children need additional support to regulate their emotions. Quieter spaces, purposeful activities and reassurance from familiar adults typically help children calm down and re-engage successfully. However, staff do not consistently use everyday behaviour incidents as opportunities to deepen children's understanding of how their actions can affect others. Although adults respond when inappropriate behaviour occurs, their guidance does not always help children reflect on what happened, consider others' feelings, or understand how to resolve difficulties positively. As a result, children do not always receive consistent, effective guidance to strengthen their understanding of positive behaviour and relationships. Leaders recognise this inconsistency and have appropriately identified behaviour management and self-regulation as priorities for staff development. In contrast, staff promptly challenge unsuitable language during play and reinforce appropriate

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Children's welfare and wellbeing Expected standard

Early years children benefit from warm, responsive care that typically meets their individual needs. Secure relationships are evident. Children confidently approach familiar adults to share experiences and seek reassurance. Staff are generally attentive to children's emotional wellbeing. They recognise when children need additional reassurance or encouragement and respond sensitively. This helps children feel secure and confident. Staff typically understand children's emotional needs and individual triggers. Where children become overwhelmed by noise or activity, staff provide appropriate support. This includes access to quieter spaces, purposeful tasks or additional adult reassurance. These adaptations generally help children regulate their emotions and successfully re-engage with their peers.

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Children's welfare and wellbeing Expected standard

Children are typically encouraged to express their feelings and develop resilience. Staff provide reassurance when children find activities difficult. They encourage children to persevere rather than completing tasks for them. Children respond positively to this encouragement. They generally sustain their involvement and show pride when they achieve what they set out to do. Children develop independence through everyday routines. Early years children typically wash their hands before eating and prepare aspects of their own snack. They make sandwiches, prepare drinks and use age-appropriate tools with adult supervision. Staff generally explain how equipment should be used safely. This helps children develop practical independence while beginning to understand how to keep themselves and others safe.

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Inclusion Expected standard

Leaders have generally established an inclusive culture, where early years children are known as individuals and supported to participate fully. Leaders work with families and the school to identify individual needs and potential barriers. They typically review arrangements when these do not have the intended impact. For example, leaders replaced the previous buddy system with designated helpers, when they identified that this was not working effectively for younger children.

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Inclusion Expected standard

Leaders are exploring how available funding could provide additional staffing, where children require further support. Disadvantaged families are typically signposted to local services and can access practical help, including help with school uniforms. Leaders recognise that information-sharing with the school requires further strengthening to provide greater continuity for early years children.

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Inclusion Expected standard

Staff generally know children well and use information from families and the school to understand individual circumstances. They typically monitor children requiring additional support and communicate emerging needs to leaders. Staff make appropriate adaptations, including providing quieter spaces, purposeful activities and additional reassurance, when children become overwhelmed. This generally helps children regulate their emotions, remain included and successfully re-engage with their peers.

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Leadership and governance Expected standard

Leaders typically demonstrate a clear understanding of the provision's strengths and areas for further development. They generally reflect on practice and take action when arrangements do not have the intended impact on children. For example, leaders replaced the buddy system for younger children with designated helpers after identifying that the previous approach was not working effectively. Leaders have also identified behaviour management and self-regulation as development priorities. Further staff training is planned to strengthen consistency across the team.

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Leadership and governance Expected standard

Professional development is ongoing and typically responds to staff and children's needs. This includes termly training, safeguarding and 'Prevent' duty updates and development linked to emerging priorities. Staff generally receive regular leadership check-ins and annual appraisals. Opportunities for professional progression are available. Experienced staff have progressed into supervisory responsibilities. They demonstrate secure safeguarding knowledge and a good understanding of children's individual needs. Leaders generally consider staff workload and wellbeing, when making decisions. They implement appropriate risk assessments and adjustments when required. Staff report feeling well supported by leaders. Training is typically organised around operational requirements to maintain appropriate supervision of children. Leaders work with parents and the school to identify and reduce potential barriers for

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Leadership and governance Expected standard

children. They are exploring how available funding could support additional staffing and practical support for disadvantaged families. Leaders recognise that information-sharing with the school requires further strengthening following changes in school leadership. Overall, leaders typically maintain appropriate oversight of the provision. They are reflective, responsive to emerging priorities and committed to improving early years children's experiences.

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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

Early years children are typically happy, confident and secure at the club. They settle well after the school day and develop warm, trusting relationships with staff. Children confidently approach familiar adults to share experiences, show what they have created or seek reassurance. Staff generally respond warmly and listen to children. This helps children feel welcomed, valued and that they belong.

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

Children benefit from meaningful choices and opportunities to develop independence. They select activities according to their interests and choose whether to play indoors or outdoors. During snack, children prepare sandwiches, chop cucumber and make their own drinks with appropriate adult guidance. Staff typically encourage children to persevere rather than taking over. During creative activities, staff reassure children who initially find tasks difficult and encourage them to keep going. They show pride, when sharing their completed work.

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

Children generally develop knowledge and skills through play. They count money during imaginative shop play, discuss where animals live and what they eat and develop fine motor skills through cutting, weaving and craft activities. Children also cooperate to build houses and trains and develop imaginative roles together. Adults typically extend these experiences, while allowing children to retain ownership of their play. Children with special educational needs and/or disabilities are successfully included. Staff generally understand individual needs and recognise when children may become overwhelmed. Quieter spaces, purposeful activities and additional adult support help children regulate and re-engage alongside their peers.

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

Children typically behave well and develop positive friendships. They cooperate, negotiate roles and increasingly resolve manageable disagreements. Overall, children benefit from a caring and inclusive environment. They develop independence, confidence and positive relationships through experiences that help them achieve, belong and thrive.

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Next steps

Leaders should strengthen staff approaches to behaviour, so children consistently learn to manage their emotions, understand how their actions affect others and resolve conflict positively. Leaders should strengthen information sharing with the school, so staff use their knowledge of early years children's development to adapt experiences and support their continued progress.

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About this inspection

The inspector spoke with the 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 to assess the quality and standards of provision registered on the Early Years Register. The registered

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Address:

Leyland Methodist Junior School Canberra Road Leyland PR25 3ET

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 08:45,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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4 to 11

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.

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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

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

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