School of Play @ Branwood Preparatory School

School of Play @ Branwood Preparatory School

Unique reference number (URN): 2768830 Address: Branwood Preparatory School, Stafford Road, Eccles, Manchester, M30 9HN Type: Childcare on non-domestic premises Registered with Ofsted: 21/12/2023 Registers: EYR, CCR, VCR Registered person: School Of Play Mcr 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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Inclusion Exceptional

Leaders have designed and embedded innovative and creative methods to overcome barriers to inclusion in this setting. Through comprehensive discussions with parents, leaders establish what support is most important for each child, including those with special educational needs and/or disabilities. Prior to attending, leaders create individualised 'social stories'. These are unique and personalised videos and storybooks that show children the support they can expect in the areas that matter most to them. For example, children can virtually meet the person who will be caring for them and see what the provision looks like and what activities they can choose from. This is instrumental in helping children feel a sense of security and belonging and promoting high levels of attendance.

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Inclusion Exceptional

With permission, leaders work exceptionally closely with children's schools and other agencies to gain a complete picture of the child. Through detailed, individualised care plans leaders ensure that every member of staff delivers this support collaboratively and consistently. Leaders regularly assess the effectiveness of this support in partnership with parents to identify any areas for improvement. With this support, children make exceptional progress towards individualised goals, such as engaging with their peers, demonstrating positive behaviour and developing new skills through high-quality activities.

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Inclusion Exceptional

Leaders provide consistent, highly effective staff training to ensure that they meet all children's individual needs. For example, staff demonstrate a thorough understanding that all children's behaviour is communication. They nurture the reliable attachments that are vital for children to feel secure and able to develop. Leaders utilise highly selective recruitment practices to ensure that all staff are equally passionate about inclusive practice and overcoming barriers to inclusion.

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Inclusion Exceptional

Leaders strive to engage with children and families who will benefit the most from their services. They work tirelessly to identify barriers to attendance and inclusion and take a meticulous approach to overcoming them. The exceptionally high levels of individualised support provided over a sustained amount of time have an extraordinary impact on many children and their families. Children who previously have been unable to engage in out-of- school provision eagerly anticipate attending and feel a solid sense of trust, belonging and wellbeing.

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Inclusion Exceptional

Leaders have embedded structured routines that echo those of a school day, promoting attendance, punctuality, engagement and calm movement between activities. This supports all children to make smooth and positive transitions back into school after the holidays.

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Behaviour, attitudes and establishing routines Strong standard

Staff have high expectations of behaviour and provide children with clear boundaries and support tailored to each child's level of ability. Through highly effective teaching methods, children learn to anticipate difficult situations and be prepared to deal with them. For example, at camp staff support all children effectively to participate and develop their resilience. Children learn how to manage their emotions and responses if the game feels difficult or if they feel frustrated.

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Behaviour, attitudes and establishing routines Strong standard

Staff are consistently approachable and listen carefully when children speak. This builds high levels of trust. Children are very confident to share their feelings and to ask staff for help when they need it. Staff address any challenging behaviour calmly and with a genuine interest in what the behaviour might mean about the child's wellbeing.

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Behaviour, attitudes and establishing routines Strong standard

Staff support children to identify their feelings and manage them appropriately. They use a broad range of strategies to support children's behaviour and intuitively tailor these strategies to children's individual needs.

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Behaviour, attitudes and establishing routines Strong standard

Staff expertly teach children how to play games and work as a team. Children learn to play competitive games with consistently positive attitudes, demonstrating high levels of self- control and increasing levels of resilience.

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Children's welfare and wellbeing Strong standard

Staff closely supervise and support children during lunchtimes and snack times. They model conversations and good manners to support children to develop their social skills. All children thoroughly enjoy this time relaxing with their friends, talking about their achievements and deciding what to do next.

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Children's welfare and wellbeing Strong standard

Physical activity and outdoor play is embedded in daily routines. Staff ensure that all children are highly engaged at this time by offering a broad range of activities and praising their participation, effort and growing physical skills.

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Children's welfare and wellbeing Strong standard

Leaders regularly review and adapt their policies, procedures and practices to optimise the care children receive. In particular, the welfare and wellbeing of disadvantaged children and/or children with special educational needs and/or disabilities are a priority for leaders. Children from these groups thrive in this inclusive setting.

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Children's welfare and wellbeing Strong standard

Leaders and staff are highly responsive to the changing needs of children and their families. Communication methods are very effective to allow parents to talk about any challenges they are facing. Leaders and staff are passionate about helping children overcome any barriers to their wellbeing through individualised care plans and personalised support.

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Leadership and governance Strong standard

Leaders have a detailed understanding of the setting's strengths and areas for development. They develop highly focused plans with measurable goals focused on improving outcomes for all children and their families, particularly those who face barriers to learning and/or wellbeing.

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Leadership and governance Strong standard

Routines for engaging staff training are fully embedded. Innovative training gives staff a level of knowledge above what is required in their role. The high level of support enthuses staff and helps them to understand children's needs on a deeper level. Staff are consistently encouraged to reach their own personal goals, dedicate themselves to further learning and follow their own interests. In return, staff bring a wealth of experience in different areas, which enriches the skill set of the team.

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Leadership and governance Strong standard

Leaders consistently strive to engage with parents and carers, particularly those who are harder to reach. The support and guidance they offer parents make a significant difference to the experiences of children, enabling them to overcome barriers to attending and helping them to make significant progress in their holistic development.

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Leadership and governance Strong standard

Leaders have an embedded system for assuring the quality of provision, and staff expect and welcome feedback through staff supervisions, observations and 'in the moment' feedback. Because these models are structured and explained to staff effectively in training, they respond positively and continuously strive to raise quality to the highest levels.

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Leadership and governance Strong standard

Levels of staff wellbeing are high. Staff say that they feel valued and that they are contributing towards a shared goal. Leaders support staff to manage their workload effectively and prioritise tasks to ensure that they are manageable.

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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 can feel the warm welcome of this setting even before they attend. They are encouraged to visit the setting with their families, so they can begin to understand the routines of the day and choose from engaging activities that best meet their interests and talents. Experienced staff welcome children on arrival and reassure families that children's individual needs are fully understood.

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

Children's welfare and wellbeing is of paramount importance. All children, particularly those who are new to the setting, are given warm and nurturing attention to ensure that they make new friends and gain a sense of belonging. Staff teach children about working as a team and having high ambitions as part of a Winter Olympics theme. Children delight in making paper bobsledders and cheer each other on as they learn to play hockey.

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

Inclusion is a priority for leaders, and their approach to this is highly individualised for each child. Leaders actively seek to promote access and attendance for all children, particularly children with special educational needs and/or disabilities or those from disadvantaged backgrounds.

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

Leaders have embedded a culture that enables children to demonstrate their best possible behaviour. Staff thoroughly understand that all children are able to manage their behaviour to different extents according to their stage of development and any additional needs. Staff support children to understand their individualised high expectations through the 'camp rules', which are commonly understood and followed by all children.

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

Leaders and staff work collaboratively and sensitively to resolve any challenges that arise during the day. Communication with families is clear and respectful, with a clear focus on resolution and moving forward.

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Address:

Branwood Preparatory School Stafford Road, Eccles Manchester M30 9HN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: School Of Play Mcr Ltd Leaders and staff are incredibly passionate about and dedicated to their roles. This results in a culture of continuous improvement to constantly improve outcomes for all children and their families.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should continue to focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, children and their families.

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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. Register(s): EYR, CCR, VCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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