PALS- St Stephen's Primary School

PALS- St Stephen's Primary School

Unique reference number (URN): 2845245 Address: Saint Stephens Church Of England (Aided) Primary SchoolSchool, Woodgrove Road, Burnley, BB11 3EJ 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

p.1

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.

p.2

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

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.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders have created a warm and welcoming environment. Children demonstrate that they understand the rules and expectations of the setting as they wait patiently for staff to open the door to the hall. Children independently hang up their belongings in a designated area before accessing the variety of resources on offer.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff welcome the children individually. They are encouraged to talk about their school day and how they are feeling. Staff respond to children with warmth and kindness. This helps to promote children's wellbeing and a feeling of belonging. Staff show a genuine interest in the children. Children's views are taken into account when staff are planning the activities and experiences on offer. Children typically behave well and demonstrate a positive attitude. Older children play alongside the younger children, offering help when it is needed.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders and staff use strategies to support children with special educational needs and/or disabilities to manage and regulate their feelings. For example, physical activity is offered daily to allow children to release energy and staff have created a quiet space for children to relax if they are feeling overwhelmed.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders and staff generally have high expectations for all children. However, at mealtimes staff do not always encourage children to do things for themselves. For example, staff serve the snack and pour the drinks. This results in children's independence not being as well supported during these times.

p.2

Inclusion Expected standard

Leaders work with teachers from the host school to quickly identify any children, who may need additional support before they transition into the setting. Staff learn about children's interests and needs through a 'personal profile'. This supports staff to plan an enabling

p.2

Needs attention

environment and reduce any barriers to participation and engagement. This helps children develop a sense of belonging and supports their wellbeing.

p.3

Needs attention

Leaders contact parents to give and receive updates about children with special educational needs and/or disabilities (SEND). This ensures that they are quickly adapting their practice to ensure children are continually included in the setting's experiences and activities. Parents of children with SEND are complimentary about the setting, they value the opportunities they have to share information.

p.3

Needs attention

Leaders and staff have accessed additional training to support children with SEND. Staff recognise when children might need extra support to understand instructions and adjust approach accordingly. However, this approach is not yet consistently used by all staff in the setting.

p.3

Children's welfare and wellbeing Needs attention

Leaders have created a safe and welcoming space for the children. They ensure that all children have a key person on entry and gather relevant information to support staff to provide activities based on individual interests and needs. This has supported the children to settle quickly. They have developed close relationships with the staff seeking them out to join in with their play. Children are confident to talk to unfamiliar adults. They happily talk about who lives in their house and where they have been on holiday. This demonstrates that they feel safe and secure.

p.3

Children's welfare and wellbeing Needs attention

Leaders and staff recognise that children may need time to relax before engaging in the activities on offer. They provide quiet spaces and a range of sensory equipment for children to use. This supports children to manage their own feelings and develops a sense of wellbeing.

p.3

Children's welfare and wellbeing Needs attention

Leaders have established clear routines for snack time. Children wash their hands before choosing their snack from a healthy and balanced menu. Children have daily access to outdoor provision, which supports them to develop a healthy lifestyle. Children are taught about allergies. They discuss how people 'can't eat pineapple as it will make them sick'. This demonstrates that children know how to keep themselves and other safe. However, staff do not consistently follow the safer eating requirements in the early years foundation stage' around supervising children at all times when eating. This puts children at risk.

p.3

Leadership and governance Needs attention

Leaders have a clear understanding of the setting's strengths and area for development. They know what they need to put in place to improve practice in the setting. Leaders work closely with the nominated individual, who holds regular meetings to offer support and guidance. Leaders welcome the views of other professionals, parents and children to ensure that the provision continues to meet the needs of the children and families. Staff report that they feel supported by the manager. Paperwork has been reduced to a minimum, supporting staff workload. Leaders ensure that staff complete training to improve their practice. The impact of the training is monitored through peer observations and discussions with staff.

p.3

Leadership and governance Needs attention

Leaders work closely with parents and school staff to ensure a smooth transition to the setting. Relevant information about dietary and medical needs are sought before entry. Children with special educational needs and/or disabilities complete a personal profile to support staff to implement any strategies before children access the provision.

p.4

Leadership and governance Needs attention

Concerns were raised prior to the inspection regarding staffing arrangements and supervision of children. Leaders are reflective and have started to take action to rectify the situation. However, this has not been swift enough and children have been put at risk.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children understand the routine of the setting. They wait patiently outside the classroom doors as staff collect all the children for the club. Children shake off the school day before they enter the hall. Children demonstrate that they understand the expectations of the setting as they independently put away their bags and coats before they go and explore the various activities on offer.

p.5

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

Children are welcomed into the setting by staff that are genuinely happy to see them. Children state that they are happy when asked how they are feeling. This supports children to develop a sense of belonging. Children develop their social skills as they enjoy a healthy snack with their peers and discuss their school day. Children settle quickly in the calm and organised environment.

p.5

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

Children are encouraged to share their ideas with staff, who then plan activities to support children's interests. For example, children enjoy a range of craft activities and a range of resources that support their developing imaginations. Children have positive relationships with the staff and other children as they enjoy playing alongside each other. Children have opportunities to develop their physical skills as they engage in daily movement activities in the hall.

p.5

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

Staff work with parents to gather information about children before they start at the setting. This means that staff can provide any adaptations and support children may need on entry to the setting. Children are developing their confidence and social skills in a supportive and welcoming environment.

p.5

Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

p.5

Action Completion Date

ensure that staffing arrangements meet the needs of all children to ensure their safety 06/10/2026

p.5

Action Completion Date

ensure that staff are always within sight and hearing of children when they are eating 06/10/2026

p.5

Address:

Saint Stephens Church Of England (Aided) Primary SchoolSchool Woodgrove Road Burnley BB11 3EJ

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Play And Learn Scheme Community Interest Company

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 03:15 - 06:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

About this inspection

The inspector spoke with leaders, staff, headteacher, parents and children during the inspection.

p.6

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.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

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 .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8