Super Camps at William Hulme's Grammar School

Inspection of Super Camps at William Hulme's Grammar School William Hulme's Grammar School, Springbridge Road, MANCHESTER M16 8PR

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This provision meets requirements

Children's laughter fills the air of this vibrant setting. They are happy and safe. Children immerse themselves in deep play and show high levels of enjoyment. They behave well and show positive attitudes towards their play. Children cheer their friends on while they play football and embrace them with hugs for their achievements. Staff support children to have a good awareness of differences and similarities. Children relish learning about festivals and celebrations from around the world. They talk about what makes them unique, such as how some people wear glasses.

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This provision meets requirements

Younger children are fascinated while enacting roles of teachers. They hold dolls in their arms and sing to them. Children cannot contain their excitement while making 'magical slime'. They spend lots of time being creative. They like to paint, sing, dance and become enthralled while designing their own dinosaur egg. Staff support children's large-muscle skills exceptionally well. Children take part in relay races, ball games and compete in go-kart races. They complete an assault course and giggle with delight while developing their throwing and catching skills. Children show good levels of independence. They take care of their personal belongings and help to tidy toys away. Children gain good skills in readiness for their next steps in play.

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need to do better?

n The provider has not kept Ofsted informed of all persons involved in the organisation of the setting. However, this does not have an impact on the safety or well-being of children. Leaders now understand the importance of keeping Ofsted informed. n Leaders exhibit strong leadership skills. Their vision of wanting children to flourish and thrive through play is what makes this setting so unique. Self- evaluation is accurate and includes the views of staff, children and parents. Improvement plans are effective and leaders understand what they need to do in order to continually improve the setting. n Staff have a secure understanding of playwork principles. They have created a play programme that truly captures children's interests and keeps them motivated to play. Staff obtain information from parents about children's fascinations and use this to plan exciting play experiences. Children thoroughly enjoy taking part in the vast amount of activities. They are intrigued while

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need to do better?

searching for treasure in sand and work together to build rockets. Children develop new skills during their play, such as writing facts about dinosaurs. n Leaders give staff well-being high priority. Staff report that they enjoy working at the setting and the manager is 'fantastic'. Leaders ensure that staff attend a

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need to do better?

5 April 2023 variety of training. Supervision and appraisal systems are well established. Staff receive good levels of support, guidance and coaching from leaders. Staff morale is high and staff report that they are proud to be part of the team. n Partnership working is good. Links with the host school, external professionals and the local community are robust. Parents are kept informed of their children's time at the setting. They receive regular updates from staff and are aware of the activities taking place. Parents value the setting and praise staff for their hard work. n Care practices are good. A secure settling-in process helps children to settle quickly. Children have a strong sense of belonging and have high levels of self- esteem. They develop secure friendships and are confident to take on new challenges, such as learning how to balance on apparatus outdoors. n The support in place for children with special educational needs and/or

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need to do better?

disabilities (SEND) is good. Leaders ensure that they fully understand the needs of children with SEND and work well with parents and external agencies. Children with SEND receive a bespoke play programme and flourish at this nurturing setting. n Staff teach children about the importance of healthy living. They talk to children about good oral health and how to keep hydrated. Staff teach children about where food comes from and how vegetables are grown. Children discuss the changes in their heartbeat after running and talk about why exercise is an important part of keeping healthy.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Robust risk assessments are in place and all areas of the premises are safe. Staff supervise children effectively. Leaders understand their role in keeping children safe and protected from harm. They ensure that staff are first-aid trained and that they know how to deal with accidents. Staff attend child protection training and understand the whistle-blowing procedure. They are aware of the indicators of possible abuse and know the local referral procedure. They know the steps to take should they be concerned with the conduct of a colleague. Children learn how to keep themselves safe while online and while away from the setting.

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Setting details

Unique reference number EY424542 Local authority Manchester Inspection number 10280398 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Out-of-school day care

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inspection

Total number of places 60 Number of children on roll 16 Name of registered person Super Camps Limited

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reference number

Telephone number 01235 467303 Date of previous inspection 18 August 2017

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Information about this early years setting

Super Camps at William Hulme's Grammar School registered in 2011 and is located in Manchester. The setting employs five members of staff. Of these, two hold a qualification at level 5 and above. The setting opens Monday to Friday, during the Easter and summer school holiday only. Sessions are from 8am to 6pm.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in his evaluation of the setting. n The manager and the inspector had a learning walk around the setting, to determine the organisation and planning of activities. n The inspector observed the interactions between staff and children as they engaged with activities. n Relevant documentation was reviewed by the inspector, including evidence of the suitability and training of staff. n The inspector held discussions with the manager, staff and children at appropriate times throughout the inspection. n The inspector conducted a joint observation of a play activity with the manager. n Parents' views were obtained by the inspector through written testimonials.

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Inspection activities

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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Inspection activities

5 April 2023 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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