Fun Fest Stockport Marple

Fun Fest Stockport Marple

Unique reference number (URN): 2753673 Address: Brabyns Preparatory School, 34-36 Arkwright Road, Marple, Stockport, SK6 7DB Type: Childcare on non-domestic premises Registered with Ofsted: 21/12/2023 Registers: EYR, CCR, VCR Registered person: Asa Play Ltd

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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 create a calm and happy environment, where children understand what is expected from them. Staff role model respectful behaviour. They give clear explanations to children about how they need to behave. Children follow the routines of the setting and behave well. However, staff only support children with behaviour as situations arise. They do not proactively provide experiences for children to learn about feelings and calming strategies. This means that children do not have a deep understanding of how to regulate their feelings to cope more confidently.

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Behaviour, attitudes and establishing routines Expected standard

Staff build secure relationships with children. They listen carefully to what children say and respond with intrigue and curiosity. For instance, when playing with dough, staff and children talk about the various sea creatures. Children form positive relationships with staff and their peers, and feel like their ideas are valued.

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Behaviour, attitudes and establishing routines Expected standard

Staff promote the positive attendance of children. They monitor daily attendance and follow up with families if children do not attend. This means any unexplained absences are quickly addressed. Staff adapt their interactions to respond to children's age and stage of development. For instance, they take children who are younger into a separate space so they can focus on experiences for their age group. Children take pleasure in designing and creating owls. Children are engaged and demonstrate positive attitudes.

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Children's welfare and wellbeing Expected standard

Staff support the care needs of children. For instance, they supervise children on their journey to the bathroom but then wait outside the door to respect their privacy. Children wash their own hands after using the toilet. They are confident in managing their health and self-care. Staff respond to the different needs of children. They know which children might be allergic to sun cream and support children, who like to wash their hands more often.

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Children's welfare and wellbeing Expected standard

Staff build secure and positive relationships with children. They help children to understand the routines. Children know where their lunch boxes are and help themselves to drinks throughout the day. This helps children to have a sense of security as they know what is going to happen next. Staff respond sensitively to the emotional needs of children. They get down to children's level and respond to the things they say. However, the lack of focused opportunities for children to learn about feelings limits their depth of understanding of their emotions.

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Children's welfare and wellbeing Expected standard

Children engage in practices that help to promote healthy lifestyles. They participate in regular outdoor play, where they climb, balance and use bats and balls. This supports children's physical development and wellbeing. However, there are not consistent opportunities for children to learn about personal safety and online safety. In addition, information is not shared with parents about healthy eating. This means children do not develop a broad understanding of how to keep themselves safe and healthy.

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Inclusion Expected standard

Staff generally find out about children's individual needs. They gather initial information from parents and carers about children's allergies, health needs and any additional support that might be required. This helps children to settle quickly into the club and to feel a secure sense of belonging. Staff and leaders remove some barriers for children, who need extra help, and monitor the difference the support they offer makes. They amend their communication with children based on levels of understanding and help them participate in ways they feel comfortable, such as in smaller groups. Children feel included, grow in confidence and enjoy their experiences at the club.

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Inclusion Expected standard

Leaders typically work together with parents to understand the varying needs of children. They talk with parents about children's home experiences and the things they like and dislike. Children are happy and able to participate in a range of activities that interest them. However, there are not secure relationships in place with other settings children attend or with other expert professionals. This means children are unable to benefit from consistent and coordinated support across settings and the club. It also means that staff from the club do not contribute information during agreed approaches in other settings to support children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

Leaders have maintained stability and continuity for children and families despite the changes in the management structure. Leaders understand the strengths of the setting, such as the value of the experienced staff. However, leaders have not taken sufficient steps to address gaps in the provision, such as focused opportunities for children to learn about healthy eating, online safety and personal safety. This influences the depth of opportunities offered to children and their families.

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Leadership and governance Expected standard

The decisions that leaders make about children who might require additional support are based on what leaders believe they might need in the club. They understand the different needs of children and respond to what they need. However, as they do not have secure relationships with other settings or professionals, this limits consistency in approaches for children.

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Leadership and governance Expected standard

Staff are well supported by leaders. They benefit from a supportive working environment, where leaders work alongside staff. Staff feel valued and their workload is manageable. Staff feeling supported and confident in their roles helps them to provide positive experiences for children. Leaders help staff to gain the knowledge and skills they need to undertake their role. They receive a detailed induction and benefit from ongoing training. This helps them to create a supportive and enjoyable place, where children are happy.

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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 settle quickly and easily into the club. They feel welcome as staff greet them warmly and talk to them about what they want to do. Children move confidently around the club and choose activities that interest them, such as dance, cooking and football. Children build secure relationships with staff. They show confidence in interacting with other children. Children enjoy outdoor play and talk with their friends as they use sticks and soil to make habitats for ladybirds. Children who need opportunities for quieter times receive sensitive support to help them feel emotionally secure.

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About this setting

Children show enthusiasm and enjoy exploring a range of opportunities available to them. They show independence as they enjoy looking at books. Children are confident and use their creativity when manipulating dough and imagination as they draw pictures. Staff work with parents and carers to keep them informed about the experiences children participate in. This helps parents to talk to their children about the things they have engaged with while at club.

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About this setting

Children show confidence in testing out their own ideas. They benefit from staff, who recognise the positive achievements they make and provide praise and encouragement. Staff provide additional encouragement and reassurance to children who need it. This helps all children grow in self-esteem. Children's attendance is regular and they understand the expectations of the club. Overall, children benefit from a welcoming club, where they enjoy themselves and are understood by staff.

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Next steps

Leaders should build relationships with schools and other relevant professionals, so that information is shared effectively and children benefit from consistent approaches, particularly those who may require additional support. Leaders should support staff to deliver opportunities that help children to learn about emotions and develop strategies to build the knowledge and skills needed to recognise, express and manage their feelings confidently. Leaders should provide families with information about healthy eating, personal safety and online safety and offer age-appropriate experiences to help children learn about these topics.

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About this inspection

The inspector spoke with leaders, staff and the special educational needs coordinator 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. Unique reference number (URN): 2753673

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Address:

Brabyns Preparatory School 34-36 Arkwright Road, Marple Stockport SK6 7DB

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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 - 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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