PLAY at St Mary Magdalen's

PLAY at St Mary Magdalen's

Unique reference number (URN): 2746076 Address: St. Mary Magdalen Catholic Primary School, Spring Street, Brighton, BN1 3EF Type: Childcare on non-domestic premises Registered with Ofsted: 30/08/2023 Registers: EYR, CCR, VCR Registered person: Young, Harry

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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

Children demonstrate high levels of engagement and show a clear understanding of routines and expectations. They treat staff with respect and respond positively to guidance. For example, during cooking activities, children listen carefully to instructions and follow them appropriately.

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Behaviour, attitudes and establishing routines Expected standard

Behaviour at the club is consistently positive. Children cooperate well and support their peers. Older children help younger children during activities, such as cooking, and remind them to wash their hands. This fosters a strong sense of community and belonging within the club. However, occasional low-level comments occur, which some children perceive as jokes. When heard, staff address these promptly and reinforce clear expectations to maintain a respectful environment. Occasionally comments go unheard, and some children are not always confident about who to approach for support if needed.

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Behaviour, attitudes and establishing routines Expected standard

Staff manage transitions calmly and effectively, and children behave sensibly. They move between activities with minimal disruption. For example, at home time, over 30 children of different ages collect their belongings and line up to be dismissed one at a time in an orderly manner.

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Children's welfare and wellbeing Expected standard

Staff consistently prioritise children's welfare and wellbeing. They create a safe, nurturing environment, where children feel secure and valued. Children make choices, are listened to and respected, for example they may rest and recharge or join in a planned activity after their school day.

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Children's welfare and wellbeing Expected standard

Staff know children well and are attentive to their individual needs. They recognise when children require additional support and provide sensitive guidance to help them regulate their emotions. For example, staff quickly adapt a cooking activity to support children who need extra support to self-regulate and settle. They thoughtfully provide access to a designated area with equipment, such as a mini trampoline. This gives children time to refocus and re-engage successfully.

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Children's welfare and wellbeing Expected standard

Leaders promote life-long healthy habits through the provision of balanced nutrition and regular opportunities for physical activity. Leaders and staff adapt the provision thoughtfully to support children and families facing barriers to learning, such as living with challenging circumstances. They work closely with school to provide funded places. This ensures all children access enriching experiences within a stable and supportive environment. Staff design a range of activities from cooking healthy meals to staying active in games, such as dodge ball, to actively engage children and channel their energy productively.

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Children's welfare and wellbeing Expected standard

Children speak positively about the club, describing it as a safe and enjoyable space. Parents also comment favourably on the provision and the positive impact it has had on their children. Parents say that their children are more active and independently choose to participate in physical activities while attending the club.

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Inclusion Expected standard

Leaders make sure that staff ratios are high so that they can provide targeted support and adapt activities to meet individual needs. Children with special educational needs and/or disabilities, those who speak English as an additional language and those from disadvantaged backgrounds receive the support they need to participate fully. Staff adapt activities to consider the individual needs of all children and help them comfortably participate in as much as possible. For example, they provide step-by-step instructions and demonstrate how to do something. Quiet areas with equipment, such as a mini trampoline and sensory toys, are available so that children have space to manage their emotions and re-engage positively when they are ready to.

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Inclusion Expected standard

Staff collaborate closely with school staff to maintain consistency and reinforce strategies that support children's emotional development and learning. Leaders provide training, guidance and resources so that staff can use visual prompts and repetition effectively. They encourage older children to support younger children during activities. This promotes confidence and cooperation across age groups.

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Inclusion Expected standard

Leaders ensure that reduced fees and funded spaces are available so children facing barriers to learning can attend the club. This enables all children to benefit from the club's activities, building a strong sense of inclusion and belonging.

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Leadership and governance Expected standard

Leaders organise the club well and demonstrate a reflective approach to their practice and a vision for the club. They understand their setting and the setting's context. They show a clear commitment to improvement and regularly review their provision to ensure they meet the needs of all children.

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Leadership and governance Expected standard

Leaders maintain a strong partnership with the school. This ensures consistent communication, effective oversight and robust safeguarding arrangements. Information is shared appropriately and this enables leaders to respond promptly to any concerns and maintain high standards of care.

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Leadership and governance Expected standard

Leaders implement thorough risk assessments and well-established daily routines. They review these regularly to ensure children are safe at all times. Transitions, including home time, run smoothly and efficiently. Leaders support staff effectively through training opportunities, clear guidance and the modelling of high expectations. This helps to maintain practice and promotes a positive, professional culture within the club. However, occasionally low-level comments between children can be missed and when this happens some children are not confident of where to go to for support.

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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 at the club lively, enthusiastic and ready to participate in the planned activities. They confidently put away their belongings, wash their hands and settle quickly into the welcoming environment. Once ready, they move straight into engaging activities that encourage them to explore, play and interact with their friends. The atmosphere is positive and energetic, with children showing excitement. Staff respond quickly to individual needs, helping children regulate their emotions and feel secure. As friendships grow, children feel valued within the group and proudly share their achievements. Through varied and purposeful daily activities, children are supported to play, learn and develop in a safe, structured and encouraging environment.

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

Each day has a different focus activity, giving children a wide range of experiences to enjoy. Cooking, football, dodgeball and other group activities encourage children to be active, creative and curious. During cooking day, for example, children measure, pour and mix ingredients together to make pancakes. They learn about healthy ingredients while developing practical skills, such as following instructions. Older children often support younger ones during these tasks, creating a purposeful group activity, where cooperation and communication are encouraged. On sports days, children take part in energetic games that involve running, throwing, catching and working together as a team. These activities help children build physical confidence while also strengthening their social skills. They learn the importance of teamwork, fairness and encouragement as they play alongside their peers. The variety of activities keeps children motivated and engaged, allowing them to

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

explore different interests and abilities.

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

Children listen carefully to staff instructions, follow familiar routines and help to tidy away equipment and tables once activities are finished. They line up calmly during transitions, show respect to staff and demonstrate independence in daily routines. Older children naturally take on responsibility by helping younger ones and model positive behaviour. Occasionally, low-level comments between friends occur during play. When staff hear these interactions, they address them promptly by reminding children about kindness and respectful communication. However, some comments may not always be heard, and a few children are not fully aware of the support available to them if they feel upset or uncomfortable.

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Next steps

Leaders should strengthen behaviour further by consistently reinforcing clear expectations around positive interactions. Leaders should ensure that all children, including those with special educational needs and/or disabilities and those from disadvantaged backgrounds, clearly understand who they can approach for support and how to seek help if needed.

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About this inspection

The inspector spoke with the childminder, parents 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. Mary Magdalen Catholic Primary School Spring Street Brighton BN1 3EF

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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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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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