Total Sports @ Bramhope Primary School

Total Sports @ Bramhope Primary School

Unique reference number (URN): 2758966 Address: Breary Rise, Bramhope, Leeds, West Yorkshire, LS16 9AL Type: Childcare on non-domestic premises Registered with Ofsted: 21/11/2023 Registers: EYR, CCR, VCR Registered person: Total Sports Limited

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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

Staff provide a safe, nurturing environment, where children feel confident and able to express themselves. Well-established routines are in place, and children can recognise what will come next in their day. Children who are new to the setting are skilfully supported by staff and enthusiastically welcomed by their new friends as they learn the routines.

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Behaviour, attitudes and establishing routines Strong standard

Staff are excellent role models and have high expectations for behaviour. Children are polite, supportive and kind to their friends. For example, children help each other to set up activities and collect resources. When one struggles, another is on hand with a reassuring word of encouragement, 'You can do it.' This is met with lots of praise from staff.

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Behaviour, attitudes and establishing routines Strong standard

Children are excited about their learning and cannot wait to get going. Staff are very clear on rules and expectations before any game or activity. Children recognise the rules and quickly put their hands up to share what they remember, one child sharing that 'being kind and sharing is an important rule'.

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Behaviour, attitudes and establishing routines Strong standard

Children have warm relationships with staff; they giggle with delight as they remember previous water play activities and 'wet Wednesday' adventures. They talk about games they have played and the fun they have had together. Children are happy and settled.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate impressive skills as they play collaboratively. They work together to build a 'den', each taking on a different job. They speak confidently and use problem-solving skills as they attempt to tie a tarpaulin down in the wind. They demonstrate great determination as the wind blows stronger and their tarpaulin turns in to a 'wave in the breeze'.

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Behaviour, attitudes and establishing routines Strong standard

Leaders are aware of the importance of regular attendance; this is monitored and supported appropriately.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing is at the heart of this setting. Leaders continuously review the experiences they offer to ensure that all children's welfare and wellbeing is being consistently supported. Staff know children very well and are highly responsive to their changing needs. Staff demonstrate high-quality interactions as they sensitively support children, who need time and space to reflect on their feelings and emotions. Any challenging behaviour is swiftly deescalated. Children feel safe, are happy and settled.

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Children's welfare and wellbeing Strong standard

Leaders and staff motivate children to develop long lasting healthy habits. Children learn about nutrition, exercise and making healthy choices as they play the 'fruit salad' game. They have plenty of time outdoors, where they enjoy physical exercise and discuss other ways of staying healthy. For example, children learn about healthy screen time and the importance of rest. Children are confident and independent, they understand good hygiene practices and wash their hands before eating. Mealtimes are a social occasion. They demonstrate impressive social skills as they negotiate where they will eat their lunch today. After a vote they opt for a picnic outdoors. Children enjoy sitting together as they reflect upon the day. They discuss what makes a healthy lunch box and their favourite foods.

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Inclusion Strong standard

Leaders identify and assess children's needs swiftly and accurately. This includes the needs of disadvantaged children, those with special educational needs and/or disabilities and those who may face other barriers to their learning. Staff work in partnership with parents and carers and other professionals, ensuring they have a comprehensive understanding of how best to support children attending. Leaders ensure that any planned interventions that children receive at other learning settings are consistently delivered.

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Inclusion Strong standard

Leaders have high expectations for all children and are committed to reducing and removing, where possible, any barriers that may impact children's experiences. They provide adapted opportunities so that all children can get involved and feel included. For example, children who face challenges with emotions are swiftly supported. They are given a safe space to reflect and share their feelings. Staff receive frequent and ongoing training to ensure that practice is of consistently high quality. Supportive interactions ensure that children's mental health and wellbeing are always promoted.

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Inclusion Strong standard

Inclusion is at the heart of this setting. Leaders work with their local authority to identify children who would benefit from the experiences they offer. Any available funding is used to support those who may face barriers to learning, to join the setting's community.

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Leadership and governance Strong standard

Leaders have well-established processes in place that support them to effectively reflect on the setting's strengths and areas for development. This enables them to continuously improve the experiences they offer. Frequent reflective sessions with staff ensure that adaptations are made in line with the changing needs and circumstances of the setting and community. Leaders ensure that a high standard of professionalism is embedded throughout the setting. Staff have access to an in-depth, bespoke training programme that continuously develops their practice. They have frequent catch ups with their mentors, where workload, training needs and wellbeing are monitored. Staff feel respected, supported and valued. They note that they thoroughly enjoy their work.

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Leadership and governance Strong standard

Leaders have a comprehensive understanding of the community they serve. They work with local schools to identify children, who would benefit from their provision. They provide children with opportunities to access sport, exercise, healthy nutrition and collaborative play. Leaders have worked hard to develop thoughtful and positive engagement with families. Regular conversations and surveying the opinions of parents and carers inform policy and shape the services on offer. Children also play an active role in determining the experiences on offer. Leaders actively seek children's feedback and use this to plan activities. For example, recent feedback from children indicated that they would like the weekly water-play activities to stay, even on rainy days.

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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 thrive, feel safe and included in the welcoming environment that leaders and staff create. Children arrive at the setting excited for the day ahead. Staff know children well and greet them warmly as they arrive. Children run enthusiastically to their friends as they

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About this setting

prepare for their day of adventures. Children enjoy working collaboratively. Older children support younger ones as they play team games, skilfully manoeuvring around a series of obstacles, for instance. Children offer each other cheers of encouragement as they each negotiate the obstacles in their path. Older children gently hold younger children's hands as they support them. Children are encouraged to use their thinking skills, as they work collaboratively to solve problems and identify solutions. This is met with lots of praise and encouragement from staff.

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About this setting

The setting is full of laughter and children demonstrate confident communication skills. Children chat happily with visitors, enthusiastically recalling their daily celebration sessions, where they are presented with certificates to showcase their achievements. Children are awarded certificates for being a good friend, and understand how important it is to be kind and help each other. Staff inspire children's imagination. Children are encouraged to take the lead and shape their experiences. For example, outdoors, children enjoy creating bug houses. They think carefully about how to make beds for worms, swimming pools for bees and parachutes for skydiving ants. They are excited to share their ideas with their friends, who listen intently and offer lots of interesting thoughts. Children demonstrate a positive sense of self, are motivated, confident and are independent learners. These skills and attributes give children the very best start. Any barriers to learning are swiftly identified and

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About this setting

individual needs are expertly supported, to ensure that all children benefit fully from their time at the setting.

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Next steps

The setting should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of those who may face barriers to their learning.

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About this inspection

The inspector spoke with leaders, staff 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. Unique reference number (URN): 2758966

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Address:

Breary Rise Bramhope Leeds West Yorkshire LS16 9AL

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 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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