The Play Professionals at Woodmansterne

The Play Professionals at Woodmansterne

Unique reference number (URN): 403795 Address: Woodmansterne Primary School, Stockport Road, LONDON, SW16 5XE Type: Childcare on non-domestic premises Registered with Ofsted: 23/08/2001 Registers: EYR, CCR, VCR Registered person: Trojans Scheme

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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 Strong standard

Leaders establish a culture of mutual respect and positive relationships across the provision. They model warm and nurturing interactions consistently, ensuring that children feel valued and secure. As a result, children show high levels of wellbeing. Children engage positively with staff, knowing they are there to support them. Staff help children to resolve issues with sensitivity and skill. Leaders work in excellent partnership with the school and parents to promote the importance of attendance. Parents and carers report that they value the setting's support and communication.

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Behaviour, attitudes and establishing routines Strong standard

Clear routines and boundaries are firmly embedded in daily practice. Children understand these expectations extremely well and follow them with ease. For example, younger children know that before their activities start they must sit on the carpet for registration, so that staff can greet them individually and take the register. Children exhibit high levels of concentration during activities, enabling them to engage deeply in their play. When making friendship bracelets, children listen carefully to staff's guidance and work together to create imaginative designs. Once completed, children proudly share their creations with one another and talk about what they have built. They demonstrate confidence, cooperation and sustained focus.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is impressive. Staff consider the needs and preferences of all children carefully, including children with special educational needs and/or disabilities. Staff teach children how to look after their environment and how to work cooperatively. For example, they encourage children to play alongside one another at the sand tray and take turns using the equipment to make a beach scene.

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Children's welfare and wellbeing Strong standard

Children feel safe and secure in this setting. They flourish because of the established and well-structured routines and deep bonds they form with staff. Children demonstrate autonomy as they enthusiastically access all that is on offer in the club.

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Children's welfare and wellbeing Strong standard

Leaders gather detailed information about children's dietary and medical needs. They ensure that this is followed carefully, so that children are kept safe. Children enjoy nutritious snacks, such as a range of vegetables, wraps and fruit. Staff use snack time to promote children's emotional wellbeing, engaging children in everyday conversations. Children have opportunities to exercise in the spacious outdoor areas. They show enjoyment as they interact with each other and take turns. For example, children throw and kick footballs to one another and participate in bat and ball-type games. This supports children's coordination, gross motor skills and overall enjoyment.

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Children's welfare and wellbeing Strong standard

Children's wellbeing is a priority for leaders. Staff know each child incredibly well and recognise the strategies that help them to settle if they become upset. They offer appropriate comfort, such as a cuddle or sharing a familiar story, to help children to regulate. Staff talk gently with children about their emotions and guide them towards positive ways to feel

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Expected standard

better. This highly nurturing and consistent support enables children to feel safe, secure and emotionally understood.

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Inclusion Strong standard

Leaders are dedicated to ensuring that the provision is highly inclusive and accessible to all children and families, including those children with special educational needs and/or disabilities. Before children start, staff ensure that they learn all about the needs of children, by speaking to parents and carers, school staff and taking on advice from specialists as necessary.

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Inclusion Strong standard

Leaders are extremely proactive in identifying where children may benefit from additional support. They demonstrate knowledge and expertise in meeting the needs of all children. For example, they make thoughtful adjustments to a design activity, by providing children with their preferred colours, shapes and textures. Staff adapt their communication by sharing visual aids to support children to understand the next part of their routine. Therefore, children participate fully and successfully.

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Inclusion Strong standard

Leaders are resolute in ensuring consistent and reflective approaches to their practice, which truly support children to thrive. Leaders consistently engage with professionals to access high-quality child-specific training and guidance. This means staff are well equipped to support children and seek additional advice without delay. As a result, all children thrive, make excellent progress and are kept safe. Parents describe the setting as 'a mirror of their child's classroom and home'. Parents say they are impressed with the 'continuity of care' and 'thoughtful opportunities ' that children experience to enhance their personal, social and emotional development. Consequently, children develop self-assurance and communicate in ways that are appropriate for them.

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Leadership and governance Expected standard

Leaders place children at the centre of their decision-making. They know the setting well and have a clear understanding of its strengths and priorities. Leaders' decisions typically support the smooth daily operation of the setting and help to create a welcoming and thriving environment. Leaders capture children's voices and feedback, as well as views from parents and carers. They use this information to support their evaluation of their provision and practice and make necessary improvements when required. Leaders ensure that staff deployment is effective and that staff-to-child ratios remain high, providing robust support for children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

Leaders have forged excellent partnerships with the school. Professional handover conversations occur each day. This helps staff to understand how children are feeling and how best they can support them before they transition to the out-of-school club. Parents describe communication as open and helpful, reflecting leaders' commitment to developing consistent relationships. Leaders provide staff with professional development training, support and supervision and give them regular updates, such as through staff briefings. However, they have not consistently prioritised supporting casual staff with their professional development, so that they gain further confidence in their practice and knowledge.

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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 flourish in this well-organised and vibrant provision. Before and after school, children join energised and ready to connect with friends. They quickly settle into the diverse activities available. Children's attention is captured as they work on Lunar New Year decorations, carefully adding colour to detailed patterns or inventing their own creative designs. Tasks that require precision, such as looping and sticking the paper chains together, do not deter children. Instead, they show notable determination as they practise these skills. Children beam with pride as they share their completed decorations with staff and their peers. This clearly illustrates their growing resilience, confidence and satisfaction in seeing their efforts lead to success.

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

Staff demonstrate a consistently strong commitment to children's welfare and wellbeing. They carry out regular and dynamic risk assessments. Staff maintain close communication with the school and staff to ensure that children transition to and from their classrooms safely and confidently. Staff are highly attentive to children's medical and dietary requirements. They keep records up to date and ensure that everyone is fully familiar with emergency procedures. In the after-school provision, children are offered a selection of healthy snacks. Staff actively involve children in choosing when they would like their snack, by asking them to use a voting system. Snack time becomes an enjoyable and social part of the session. Children enjoy conversations with their peers and staff about their school day, their interests and lives at home. They have plenty of opportunity to exercise and engage in physical play and enjoyment. For instance, children happily participate in games involving

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

bats and balls. They have fun jumping over hurdles and run in the spacious outdoor area.

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

Children with special educational needs and/or disabilities benefit from carefully tailored support and collaborative working with parents, the school and external professionals. Consistent routines give all children a clear sense of what to expect, helping them to feel calm and secure. As a result, children develop a deep sense of belonging and form positive relationships that support their social development. They thrive within an environment that is safe, nurturing and genuinely inclusive, where systems and care are thoughtfully designed to meet their individual needs.

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Next steps

Leaders should enhance casual staff's professional development, so that they gain further confidence in their practice and knowledge.

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About this inspection

The inspector spoke with leaders, the designated safeguarding leads, the special educational needs and/or disabilities coordinator, staff, parents and carers 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:

Woodmansterne Primary School Stockport Road LONDON SW16 5XE

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 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.

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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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