Happy Minds at St Maria GorettiOfsted report card, 30 Sept 2026

Happy Minds at St Maria Goretti

Unique reference number (URN): 2872702 Address: St. Maria Goretti School, Gamull Lane, Ribbleton, PRESTON, PR2 6SJ Type: Childcare on non-domestic premises Registered with Ofsted: 10/12/2025 Registers: EYR, CCR, VCR Registered person: Professional Education Resourcing Limited

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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 and staff have developed a respectful and inclusive club where everyone feels valued. Staff model positive communication, listen attentively to children and promote a calm and harmonious environment. Older children support younger children to understand routines and rules during sporting activities and take pride in their 'buddy' roles. Children listen to each other's thoughts, ideas and experiences about their time at school. They play cooperatively and demonstrate respect, kindness and consideration towards one another. Staff are positive role models and offer gentle reminders when needed.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff work closely with the host school to reflect the high expectations, agreed strategies and routines. This helps to promote children's safety, security and wellbeing. Well- established routines help children to understand what is expected of them. Staff provide additional support to children who are new to the club. Generally, staff recognise that some routines can limit opportunities for children to develop independence and make choices. Leaders continue to consider how they can provide greater flexibility within the timetable.

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Behaviour, attitudes and establishing routines Expected standard

Typically, staff encourage children to persevere when they find tasks trickier and celebrate their efforts and achievements. Children demonstrate positive attitudes and respond well to encouragement. Generally, staff adapt expectations according to children's age and stage of development. Leaders work with the host school to promptly follow up and monitor unexplained absences.

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Children's welfare and wellbeing Expected standard

Leaders and staff have established a shared approach to promoting children's welfare and wellbeing. They work collaboratively with the host school and parents and carers to ensure that they meet children's individual needs.

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Children's welfare and wellbeing Expected standard

Staff promote positive hygiene through established routines for handwashing and toileting. They encourage children to develop independence in managing their personal care needs. Staff provide healthy snacks, including fruit, vegetables and sandwiches. They ensure that children remain well hydrated throughout each session. Staff do not consistently help children to understand the benefits of healthy eating or explain why particular food choices support their health. This does not support children to develop a deeper understanding of healthy lifestyles and make informed choices independently.

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Children's welfare and wellbeing Expected standard

Children enjoy a range of well-organised physical activities, including ultraviolet dodgeball, tag and football, during the 'active-hour'. Staff talk about why physical activity is important. Staff provide structured activities that develop turn-taking, such as Ludo, alongside creative opportunities including painting, construction and crafts. Children have regular access to outdoor play, allowing them to benefit from fresh air and physical activity. Although staff provide a broad range of activities, some children do not consistently benefit from more choice and access to a designated area where they can rest and relax.

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Inclusion Expected standard

Before children attend, leaders and staff gather relevant information from parents and carers and, where appropriate, the host school. This helps staff to develop a clear understanding of children's individual needs, interests and family circumstances. Staff use this information to identify and reduce potential barriers to children's participation and help them to feel welcomed, included and settled.

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Inclusion Expected standard

Staff plan an 'active hour' at the beginning of most sessions, which children really enjoy. Generally, staff consider how to include every child. They make adaptations where necessary. Children enjoy participating together, and staff provide appropriate support so that younger children can play alongside their friends. Staff recognise that younger children may find a full active hour challenging after a school day. Leaders and staff are exploring greater flexibility and choice in the environment, including opportunities for children to engage in less-active activities when needed.

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Inclusion Expected standard

Staff generally know children well. They use their interests and preferences to guide activities. Typically, they adapt communication to reflect children's stages of development to help everyone understand expectations and to enable participation.

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Inclusion Expected standard

Staff celebrate children's individuality by recognising their experiences, cultures and family traditions through conversations, celebrations and themed activities linked to events from around the world. This helps children to feel included and represented in the setting.

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Leadership and governance Expected standard

Typically, leaders have an accurate understanding of the club's strengths and have identified areas where further development is needed. They have recently introduced a broader professional development programme to strengthen staff training and the induction process. As this programme remains in its early stages, leaders have not yet identified the specific coaching and development needs of all individual staff members or how these needs could further enhance outcomes for children. Typically, staff have a broad awareness of their training priorities, which reflect their individual roles.

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Leadership and governance Expected standard

Leaders manage staff workload effectively and provide sufficient time for staff to complete administration, planning and other responsibilities associated with their roles. This enables staff to carry out their duties successfully. Leaders promote staff wellbeing through regular check-ins and positive professional relationships. Staff report feeling well supported and demonstrate a clear enjoyment in their roles. This positive working environment contributes to children's positive experiences at the club.

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Leadership and governance Expected standard

Leaders and staff have established effective partnerships with parents and carers, the host school and the local authority. These partnerships typically support children from session to session. Parents and carers value the continued communication between the club and families, including staff sharing information about children's experiences and time at the setting. They also recognise and appreciate the support that staff provide to their 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 arrive happy and full of energy, ready to take part in the club's activities. They benefit from the caring relationships that staff develop with them, which help them to feel secure and settled and develop a clear sense of belonging. Children confidently place their belongings in designated areas before enjoying a snack and joining the planned timetable. Children happily talk about their school day. Staff encourage them to communicate, interact and form positive relationships with their peers. Children of all ages play happily together. They benefit from the warm and respectful relationships that staff establish and promote. Children demonstrate consideration for one another. Older children often offer younger children a 'helping hand' without adult prompting. Children develop important friendship skills, such as sharing, taking turns and cooperating through the carefully selected resources and guidance from staff.

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

Children seek reassurance from trusted adults when they need comfort, support or guidance. They develop confidence and independence because staff adapt activities and sports to meet their individual needs and abilities. Children demonstrate that they feel safe and secure. They confidently transition from sports activities to planned table-top games and free-choice play.

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

Children participate enthusiastically, and staff typically plan activities linked to their interests and preferences. They remain engaged and focused because staff provide experiences that they find meaningful and enjoyable. Children feel valued and confidently make choices about their play. Children develop fine motor skills when making bracelets with bands and strengthen their creativity, problem-solving and thinking skills when using construction resources, such as LEGO. Children benefit from staff who listen carefully, ask purposeful questions and offer thoughtful suggestions that extend their ideas and play.

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

Children attend their planned sessions regularly because they enjoy the positive experiences at the club. They benefit from leaders and staff who work diligently to ensure that every child feels welcomed, included and represented. Children speak positively about the club and look forward to their sessions.

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Next steps

Leaders and staff should increase flexibility within the timetable, routines and the environment so children can make choices, develop independence and access other activities. Leaders should support staff to strengthen how they help children to understand the benefits of making healthy choices. Leaders should identify individual staff training needs and provide targeted development to continually improve practice and children's experiences.

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About this inspection

The inspector spoke with leaders, 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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Address:

St. Maria Goretti School, Gamull Lane Ribbleton PRESTON PR2 6SJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Professional Education Resourcing Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 16:00

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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.

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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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