S4YC Out of School Club and Preschool - Bishop Wilson

S4YC Out of School Club and Preschool - BishopWilson
Unique reference number (URN): EY453899
Address: Bishop Wilson C of E Primary School, Puddington Lane, Burton, NESTON, CH64 5SE
Type: Childcare on non-domestic premises
Registered with Ofsted: 13/09/2012
Registers: EYR, CCR, VCR
Registered person: S4YC Limited
Inspection report: 3 July 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement

Expected standard
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.
Achievement Expected standard
Children develop secure knowledge across all areas of learning. They specifically develop
their language skills and communicate well. Babies increasingly use new words to
communicate their needs and wants. Older children engage in thoughtful conversations with
adults showing increasing confidence and using a wide range of vocabulary. Children are
able to pay attention and engage in sustained interactions. They are prepared for the next
stage in their learning.
Children show increasing levels of concentration when they create ramps for cars into the
water tray. They show enjoyment in exploring activities and confidence to try new things.
Children enjoy physical activity through exploring the large field and forest area. They
develop their balance, control and coordination. Children typically play well together. At
times they need support to negotiate and take turns during free play.
Children who face barriers to learning, including those who are disadvantaged or have
special educational needs and/or disabilities, make secure progress in their learning. They
experience activities that enable them to embed their learning. For example, children join
circle time where they talk about their feelings.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff role model kindness, respect and care. They greet children warmly, and
reassure and provide comfort as children settle in the setting. Leaders and staff have high
expectations for all children including those with special educational needs and/or
disabilities. They focus on a small steps approach to ensure that children understand the
expectations. For example, staff support children to remain seated while eating. Staff
acknowledge and promote children's positive behaviour. They recognise children's
achievements through high fives and praising their ideas. Leaders and staff have

established a routine that meets the needs of all children. They have ensured that
distractions are minimised to promote children's learning.
Staff support older children to develop the skills of turn taking. For example, staff support
children to take turns brushing a set of giant teeth. However, staff do not consistently
support children during play to develop problem solving skills that enable them to work
together. This means that at times, children are still developing the skills of negotiation
during play and may not do this independently in their interactions with others. Leaders and
staff ensure that children attend regularly. They have clear processes in place to support
children's attendance.
Children's welfare and wellbeing Expected standard
Leaders and staff create a safe and welcoming space for children to play and learn. Staff
build warm positive relationships with children. The key person system is effective and all
staff knows their children well. They work closely with parents and carers to ensure that
there is consistency in children's care. For example, babies are held and comforted to sleep
following practices from home. Staff follow safer sleep guidance to ensure children's safety.
Staff effectively meet the needs of children with special educational needs and/or
disabilities. They tailor care practices to meet children's individual needs to promote their
wellbeing.
Staff ensure that children have regular access to the outdoor environment. Leaders have
plans to develop the outdoor environment to further promote learning. Staff effectively
support children's independence through hygiene practices. They ensure that food is
prepared safely for the age and stage of each child. Staff effectively supervise children while
they eat. They promote positive attitudes to making healthy choices. For example, staff talk
to babies about food that makes us strong. Leaders and staff have effectively implemented a
routine that supports the mixed-ages of children in the room. However, during free play the
noise level in the room is very loud. Leaders and staff have not considered how they can
reduce the noise to support children's learning and development.
Curriculum and teaching Expected standard
Leaders have implemented a curriculum that focuses on understanding the individual needs
of children and their families. They identify what children know and can do to plan children's
next steps in learning. Leaders and staff ensure that children with special educational needs
and/or disabilities receive support through specific interventions. Staff adapt activities to
meet children's individual needs. For example, staff emphasise initial word sounds to
support children's pronunciation. Leaders and staff typically support children to understand
about other cultures, differences and similarities. They support parents and carers to share
cultural celebrations from home. However, leaders have not fully developed the curriculum
to promote children's wider understanding of diversity.
Leaders and staff support babies and children's social and emotional development. They
ensure that children are happy, safe and secure. Staff support children to understand their
feelings and emotions. They model language during circle time and support children to
express themselves. Leaders and staff typically support children's language and
communication skills well. They support babies from babbling to beginning to use one to two

words. Leaders and staff extend older children's language through conversations at circle
time and snack times. For example, staff model how to pronounce binoculars and describe
what they are used for. Staff integrate mathematical learning through play. They count with
children as they read stories and sing number rhymes
Inclusion Expected standard
Leaders have a secure understanding of children's needs. They use tools to effectively
assess and plan appropriate next steps for children's learning. Leaders and staff typically
review plans and adapt goals to ensure that they meet children's emerging needs. For
example, staff provide phonics activities to support children's speech. Leaders ensure that
children with barriers to their learning, such as those with special educational needs and/or
disabilities (SEND), disadvantaged children and children who are known to children's social
care, receive targeted support. For example, staff review plans and work closely with
external agencies to meet children's individual needs.
Leaders and staff receive support internally from the organisation and from external
agencies. Staff use guidance to implement plans and intervention strategies. This ensures
that children make secure progress towards their goals. For example, staff use aids, such as
visual timetables an now and next boards, to support children's understanding of routines.
Staff ensure that children are ready for their next stage in learning, including transitions to
school. They typically work closely with the school to ensure that children with SEND receive
continuity in their learning. For example, staff share current interventions and children's
progress with the school special educational needs coordinator.
Leadership and governance Expected standard
Leaders have a clear understanding of the setting's context and areas for improvement.
They have identified key priorities to improve the setting to ensure the best possible
outcomes for children. For example, leaders have plans to build an undercover area outside
to enable children to have free access to the outdoors. Leaders have implemented routines
that minimise distractions and promotes children's concentration.
Staff have regular supervisions that support their growth and development. They attend
professional learning opportunities to meet their individual needs. Leaders complete peer
observations and identify professional learning that meet the precise needs of the children.
For example, staff who work with babies are attending baby specific training. Leaders
ensure that staff have the knowledge and skills to effectively support children with special
educational needs and/or disabilities. This involves working closely with external agencies
for support.
Leaders and staff effectively support transitions from the setting to school. For example,
children attend the reception class once a week to become familiar with the routine and
build relationships with key staff. Leaders have created a sense of community and
connection with the school. They attend regular events, such as sports day and the
Christmas fayre. Leaders and staff work closely with parents and carers. They have
developed respectful relationships with parents. They ensure that information is shared

regularly and partner with parents to ensure that children receive education and care that
meets their needs.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children are happy and settled in this nurturing environment. They show enthusiasm and joy
as they share their thoughts and ideas. Babies reach for books and sit on a member of
staff's knee to read the story together. They eagerly join circle time where they choose their

favourite songs and join in with actions. Babies cruise around carefully placed furniture to
develop their physical skills. They play outside throwing balls, running, climbing and sliding.
Children develop their physical skills as they explore the large playing field and forest area.
They make secure progress from their starting points. Children experience tailored support
that helps them achieve.
Children have secure friendships and there is a clear sense of community in the setting.
They have trusting relationships with staff and settle quickly into play. Children are confident
to make choices and seek out adults to read stories or play with cars. Children are able to
take turns during structured games. However, during free play, children would benefit from
adult support to play cooperatively with their friends. Children and their parents and carers
are welcomed warmly into the setting. They are encouraged to share their family news,
celebrations and values. Staff use this information to inform the teaching and learning for
individual children. However, children do not experience the full range of cultural diversity.
Children eagerly engage in activities and play. They are confident to try new experiences
and seek help from staff when they need support. Children feel safe and secure knowing
that their needs will be met. For example, babies reach out to staff for cuddles when they
feel uncertain. Staff encourage children's regular attendance and work closely with families
to ensure that children's learning is promoted. Children are seen as active members of the
community. They bring with them their own strengths and needs that are nurtured and
promoted.
Next steps
Leaders should explore strategies to reduce noise levels throughout the setting to support
a calm, positive and engaging learning environment.
Leaders should expand opportunities for children to explore, experience and develop their
understanding of diversity.
Leaders should strengthen the teaching strategies to support children's problem-solving
skills so that they can independently take turns during free play.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator,
parents and children during the 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.

Inspector:
Anna Marshall
About this setting
Unique reference number (URN): EY453899
Address:
Bishop Wilson C of E Primary School, Puddington Lane
Burton
NESTON
CH64 5SE
Type: Childcare on non-domestic premises
Registration date: 13/09/2012
Registered person: S4YC Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:30
Local authority: Cheshire West and Chester
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 3 July 2026
Children numbers
Age range of children at the time of inspection
1 to 11
Total number of places
32

Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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