St Josephs After School ClubOfsted report card, 30 Jun 2026

St Josephs After School Club

Unique reference number (URN): 2823305 Address: St. Josephs RC Primary School, Market Street, Mossley, ASHTON-UNDER-LYNE, Lancashire, OL5 0ES Type: Childcare on non-domestic premises Registered with Ofsted: 02/01/2025 Registers: EYR, CCR, VCR Registered person: Tiny Treasures 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 have established routines in place, which help promote consistency for children so they understand what is happening now and what is happening next. For example, children walk into the setting well, and carefully place their belongings down before eagerly choosing an activity to do. Staff provide exciting experiences, and all children engage in these extremely well. This helps to compliment the positive attitudes to learning which are in place throughout the host school.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established robust procedures to monitor children's attendance effectively. They take prompt action as they swiftly follow their procedures when a child who is expected at the setting does not arrive. These measures ensure that children arrive at and leave the premises safely.

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Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models and demonstrate to children clear expectations for behaviour. They speak with children in a calm and compassionate manner. When there is small disagreements between children, staff proactively intervene and help them to solve the issue quickly. Children behave well and demonstrate kindness towards others.

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Inclusion Expected standard

Leaders and staff work closely with the host school to develop a purposeful two-way-flow of communication. This helps them to effectively help children who sometimes need a little extra support. Activities and experiences are planned to help promote the next steps that children are working towards in school. For example, staff provide creative activities to help children's communication and language needs. This supports children's progression in this area.

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Urgent improvement

Leaders develop individual plans to help support children with special educational needs and/or disabilities. These plans are carefully put together with information from both the host school and the children's parents. Staff ensure any strategies that are put into place are embedded securely into practice. This helps to develop consistency for these children.

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Urgent improvement

Staff take into account the importance of children learning about diversity. Experiences are planned to help children understand about each other's similarities and differences. For example, children cut out pictures of themselves and draw self-portraits, and talk about what makes themselves and others unique. This helps children to develop respect for each other's differences.

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Children's welfare and wellbeing Urgent improvement

Leaders have failed to ensure that safer eating practices are fully implemented at all times when children are eating. For example, children, at times, are left unsupervised while eating. Staff allow them to walk around with food in their mouths, which exposes them to unnecessary risks, such as choking. Procedures that are in place are not effectively followed by leaders or staff to protect children with known allergies or dietary requirements, which compromises their safety. Children with known food intolerances are put at risk as food they should not have contact with is left on the table without staff supervision.

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Children's welfare and wellbeing Urgent improvement

Staff create a warm and welcoming environment where children feel free to express themselves. Children excitedly talk about how lucky they are when they get to have an extra day at the setting. They have access to a range of experiences and resources which helps complement their enthusiasm to engage. Children eagerly paint pictures with leaves and explore in the sand. They display as being confident and secure in their surroundings and with staff.

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Children's welfare and wellbeing Urgent improvement

Hygiene practices are well embedded. Children understand that they have to wash their hands before they eat their snack. They independently serve themselves, and are provided with well-balanced options. Children are developing an understanding of keeping themselves healthy.

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Leadership and governance Urgent improvement

Leaders have not placed sufficient emphasis and oversight on supporting staff practice. Although there are procedures in place to review staff performance and areas for development, these are not used robustly enough. As a result, staff do not embed policies and procedures, particularly around safer eating, to ensure children's safety. Staff's identified targets and next steps do not ensure that they make positive progression in their own professional development to enable them to fully support the individual needs of the children.

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Leadership and governance Urgent improvement

Structures are in place to allow staff to access training, as and when required. However, this training is not always effectively monitored to ensure staff have sufficient understanding of procedures to follow to effectively be able to carry out their roles and responsibilities. Some staff do not demonstrate an understanding of the up-to-date requirements around safer eating for children. This impacts on them being able to fully ensure children's safety during snack times.

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Leadership and governance Urgent improvement

Leaders create positive working relationships with the host school. Key information is regularly gathered from the children's teachers and passed on to parents. This helps to create an open flow of communication between parents and the services their children access. Parents express how happy and engaged their children are while at the setting. Leaders work closely with the children and the school to provide activities that will help complement their school work and develop their engagement.

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Compulsory Childcare Register requirements

This setting has not 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 not 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

There are weaknesses in practice and oversight that compromise the safe management of the setting. Supervision during mealtimes is not adequate. At times, both staff and leaders walk away from the children, providing children who have allergies with opportunities to access food that may impact negatively on their health and wellbeing. Furthermore, safer eating practices are not fully embedded with all children. This results in children walking around with food in their mouths, which could lead to a potential risk of choking. This has a negative impact on children's welfare and wellbeing.

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

Children's welfare is compromised due to leaders poor oversight of the staff's professional development. Procedures are not effective in identifying training needs and acting upon these swiftly. This leads to staff not being fully aware of procedures to follow to consistently keep children safe, particularly during mealtimes.

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

Children engage positively and enjoy their time at the setting. They talk highly of the staff and how they look after them. Children are aware that if they need any support, staff will help them. They confidently walk around showing off their favourite role-play costumes, and enjoy getting messy in various different sensory experiences. When they need a break, there is a calm reading corner where children can sit and relax after a busy day at school. The experiences they have access to compliment their learning and development well.

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

Children develop positive relationships with both the staff and their peers during their time at the setting. Children from different year groups socialise well with each other, which has a positive impact on developing their social skills. They act with kindness and care to others as they laugh and giggle during their play.

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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:

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Action Completion Date

ensure procedures to support professional development for staff help them to effectively carry out their roles and responsibilities, particularly in relation to safer eating 22/07/2026

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Action Completion Date

ensure risk assessments for children with allergies and food intolerances are adhered to at all times 22/07/2026

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Address:

St. Josephs RC Primary School, Market Street Mossley ASHTON-UNDER-LYNE Lancashire OL5 0ES

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 17:30

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Action Completion Date

ensure leaders and staff adequately supervise children during mealtimes 22/07/2026

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About this inspection

The inspector spoke with the nominated individual/manager, staff and children 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.

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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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