Whalley C.E Primary School Out of School Care Club

Club

Unique reference number (URN): 309777 Address: Whalley C of E Primary School, Schools Out Club, Church Lane, Whalley, Lancashire, BB7 9SY Type: Childcare on non-domestic premises Registered with Ofsted: 18/01/1999 Registers: EYR, CCR, VCR Registered person: Whalley CE Primary School Out of School Care Club Committee

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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 create a harmonious, inclusive and respectful culture within the club. They develop warm, respectful and caring relationships with children. Staff role model expected behaviours, such as using polite manners, and they consistently praise positive behaviour. Children say that they enjoy coming to the club, as they get to spend time with their friends. They know that the staff are there for them and will help them to resolve any problems. Clear routines and boundaries are embedded in to the daily routines. These are generally known and understood by the children.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff work in partnership with parents and carers to establish routines and promote the children's attendance. They work hard to overcome any barriers to this and support children with special educational needs and/or disabilities to attend. Staff create quiet spaces for children to access when they are overwhelmed. When this happens, staff sensitively intervene to help children to work through their feelings. This helps children to settle and re-engage in the activities.

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Children's welfare and wellbeing Expected standard

Leaders and staff ensure that policies and procedures relating to children's wellbeing are robust and followed rigorously. They build warm and trusting relationships with children. This enables children to talk to them about any worries or concerns they may have. Effective use of 'The Colour Monster' book and activities helps younger children explain how they are feeling. Consequently, children can name their feelings and talk to staff about this. Staff champion the benefits of being outdoors and physical activity. Children recognise the importance of this and the benefits to their health. Staff actively encourage children to persevere at developing new skills, such as using a hula hoop, or playing football. Children smile in delight at their progress. Children are kind to their friends. They show compassion to each other when they are hurt or upset. Staff are attentive to the children's needs and provide immediate first aid and

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Children's welfare and wellbeing Expected standard

reassurances. As a result, children are able to quickly return to their game. Children's health needs are managed well. Staff provide a range of healthy food options and regularly talk to children about the importance of healthy eating. Staff help children to recognise foods that they can and cannot eat. This helps children to become increasingly responsible for their own health care needs. In addition, staff are trained to respond to emergencies, such as anaphylaxis. This helps to keep children safe.

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Inclusion Expected standard

Leaders and staff create an environment where all children are valued and respected. They effectively work with parents, carers and schools to support children with special educational needs and/or disabilities. Leaders and staff skilfully adapt and integrate individual children's routines into the session. This enables children to settle and take part in activities at their own pace. Furthermore, they carefully monitor the effectiveness of the adaptations made to ensure that the children make continual progress.

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Inclusion Expected standard

Staff are trained well. They have an in-depth knowledge of each child's needs. Consequently, they recognise when children may be experiencing barriers to their participation. They act swiftly to support children so that they can quickly re-engage in the activities. This means all children are included and have their needs consistently met.

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Inclusion Expected standard

Leaders provide an inclusive environment, which helps children to understand people have different beliefs. For example, children explore the meaning behind cultural events, such as Chinese New Year. Furthermore, this supports their awareness of their own community and the wider world.

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Leadership and governance Expected standard

Since the previous inspection, leaders have ensured that all required records are easily accessible and available to staff at all times. Leaders have reflective oversight of the club. They have identified that the snack time process is not running smoothly. This can mean that younger children spend increased periods of time at the table, which sometimes makes it more difficult for them to maintain focus and engagement. Leaders are continuing to review the deployment of staff outdoors to ensure that children are consistently well supervised. On a small number of occasions, there have been opportunities to further strengthen staff positioning and supervision across the outdoor area. This will further support effective supervision and reduce the opportunity for incidents of negative behaviour to go unchecked.

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Leadership and governance Expected standard

Children's input and comment are valued highly by staff. The club council, run by the children, is influential in bringing about change. Children are supported to manage a monthly budget. This is used to purchase additional resources or to provide an occasional 'Chippy tea' as a treat. As a result, children develop a understanding of managing money and the importance of saving for larger items.

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Leadership and governance Expected standard

Leaders actively promote staff's wellbeing and ongoing professional development. They work collaboratively with the school to ensure staff access the right training and support to meet all the children's needs, including those with barriers to learning. They plan an exciting range of activities that are accessible to all children.

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Leadership and governance Expected standard

Partnerships with parents and carers are well established. Parents talk about the 'brilliant' and 'amazing' support provided to their children. They recognise the positive impact that the club has on their children's confidence and self-esteem.

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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

Leaders and staff have created a lively and exciting club, where children's uniqueness is identified and valued. Children rush into the club and are keen to meet up with their friends. Children have an effective voice. They are listened to and are instrumental in how the club is organised and the activities provided. Older and/or more confident children actively encourage their friends to 'have a go' at different activities. They provide enthusiastic encouragement and guidance on how to achieve their specific goals. This level of camaraderie and support helps children to learn from each other and develop new skills.

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

Staff know the children well. They plan an exciting range of activities that actively engage the children's individual interests and meet their needs. Children demonstrate that they feel safe. For example, they are confident to approach staff for advice and support.

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

Staff are ambitious for children and want them to succeed. They know when to step in to provide additional support, such as helping children to complete complex puzzles. Additionally, they know when to step back and let the children 'have a go'. This fosters children's confidence and self-esteem. Children generally behave well. They have a clear understanding of the setting's rules and daily routines. For example, children know to hang up their belongings on arrival and to prepare for snack time. All children, including those with special educational needs and/or disabilities or who have barriers to their participation, develop confidence in their own abilities.

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Next steps

Leaders should improve the arrangements for snack times, taking into consideration the needs of all children. Leaders should strengthen the organisation of outdoor play, so that children are consistently supervised well.

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About this inspection

The inspector spoke with the manager, staff, children and considered parents' written views of the club.

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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.

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Address:

Whalley C of E Primary School, Schools Out Club Church Lane Whalley Lancashire BB7 9SY

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Whalley CE Primary School Out of School Care Club Committee

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 08:50,Monday,Tuesday,Wednesday,Thursday,Friday : 15:25 - 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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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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