Manorbrook Out of School Club

Manorbrook Out of School Club

Unique reference number (URN): 2792962 Address: Manorbrook School, Park Road, Thornbury, BS35 1JW Type: Childcare on non-domestic premises Registered with Ofsted: 11/06/2024 Registers: EYR, CCR, VCR Registered person: Manorbrook Out of School Club

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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 behave well and move confidently through familiar routines at the club. They attend regularly and settle quickly into the routines and experiences available. Staff support transitions calmly and children respond appropriately to reminders and instructions. Consistent expectations between the school and club help children understand boundaries and feel confident within routines. Children sit sensibly for registration, organise their belongings independently and understand that 2 whistle blows mean they must stop, freeze and listen immediately. Younger children also understand safety expectations, such as not using the monkey bars outdoors.

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Behaviour, attitudes and establishing routines Expected standard

Warm and respectful relationships underpin the club. Children speak politely to adults and engage others positively in their play. For example, during imaginative play, children create a pretend shop and invite others to join games and activities. Children typically show positive attitudes and concentrate well as they engage in creative, construction and physical play. They demonstrate respect for the environment, helping to keep resources tidy.

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Behaviour, attitudes and establishing routines Expected standard

Staff generally understand children's emotional and behavioural needs and support them sensitively throughout the session. Leaders work closely with families and school staff to provide consistency for children who may require additional emotional support. Leaders provide opportunities for staff to reflect on practice and discuss children's emotional and behavioural needs to strengthen consistency in approaches across the club.

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Children's welfare and wellbeing Expected standard

Staff prioritise children's welfare and wellbeing throughout daily practice at the club. Calm routines and warm interactions help children settle comfortably at the end of the school day. Children enjoy healthy snacks, outdoor physical play and cosy areas with blankets, where they can rest quietly before joining activities with friends. Staff encourage children to drink water regularly and remind them to cool down after energetic play, such as removing cardigans after running outdoors.

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Children's welfare and wellbeing Expected standard

Staff respond sensitively to children's emotional wellbeing needs. Children confidently seek out familiar adults for reassurance, conversation and support. They independently access drinking water and choose quieter areas, when they want time to relax. Younger children benefit from gentle reminders and reassurance that help them manage routines successfully within the club. Leaders work effectively with parents and school staff to promote continuity in children's care and wellbeing.

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Children's welfare and wellbeing Expected standard

Staff do not consistently make the most of daily routines to help children develop healthy lifestyles and independence. For example, some children spend longer than necessary watching television and opportunities for children to manage aspects of snack routines independently are not always fully used. As a result, opportunities to further promote children's healthy habits and independence skills are sometimes missed.

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Inclusion Expected standard

Leaders and staff know children well and work closely with families and other professionals to effectively support children's individual needs. Staff share information between the school and club to provide continuity of care. For example, they gather information during collection times and use this to respond sensitively to children's emotional wellbeing needs. Leaders maintain positive relationships with families and school staff to help children feel settled and included.

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Inclusion Expected standard

Staff support children with special educational needs and/or disabilities well. They adapt routines, communication and activities to help children participate fully in the club. Leaders work collaboratively with parents and external professionals to seek advice when needed. Staff understand children's medical, sensory and emotional needs well and demonstrate a positive and inclusive approach.

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Inclusion Expected standard

Younger children benefit from support from familiar adults, who also work within the school environment during the day. Staff understand children's routines and emotional needs and help children manage transitions positively. For example, they remind younger children about routines, such as using the toilet before snack time. However, leaders do not communicate key-person arrangements consistently enough to parents, other professionals and all staff. As a result, not all adults consistently understand how staff coordinate children's individual care and support needs within the club.

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Leadership and governance Expected standard

Leaders work collaboratively and reflect thoughtfully on children's experiences at the club. The manager knows the provision well and engages openly in professional discussions about practice. Leaders seek the views of children, parents and staff through questionnaires and regular communication and use this information to inform developments within the club. For example, leaders respond to children's feedback regarding snack choices and resources. Parents speak positively about the care and experiences children receive.

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Leadership and governance Expected standard

Governance arrangements provide suitable oversight of staffing and operational procedures. Leaders work closely with those responsible for governance and provide support and guidance when needed. The manager does not routinely work within ratios, which helps her maintain oversight of practice and provide support to staff when needed. Leaders maintain effective recruitment, induction and training arrangements and keep staff knowledge up to date through ongoing training.

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Leadership and governance Expected standard

Staff generally report feeling well supported and valued within the team. Leaders provide regular supervision and staff meetings to discuss wellbeing, safeguarding and professional development. Newer staff shadow experienced staff before working independently, helping them understand routines and expectations clearly. Staff speak positively about working relationships within the team and explain that leaders are approachable and supportive. Leaders accurately identify areas for further development and demonstrate a clear commitment to enhancing children's experiences.

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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 happily at the club and settle quickly at the end of the school day. Familiar staff collect younger children from classrooms and know them well. Children move safely through the school environment into the club using familiar rules shared with the school, such as 'Manorbrook walking'. They interact positively with staff and one another. Older children include younger children during play and activities. Children across the club play cooperatively and interact respectfully. They feel safe, welcomed and emotionally secure.

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About this setting

Children enjoy the wide range of activities available and engage deeply in their play. They access creative activities, role play, construction toys and physical play opportunities enthusiastically. Older children help younger children create butterfly crafts to display within the club. Children proudly share their ideas and creations, including explaining that butterflies need to be symmetrical. Some children take on additional responsibilities, such as helping tidy coat pegs, which helps them feel valued within the club community. Children independently choose between different play spaces and activities after the school day.

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About this setting

Children behave well and understand routines and expectations clearly. Staff use consistent approaches that align with the school's expectations throughout the day, helping children understand boundaries clearly. Children cooperate during routines, organise their belongings independently and show kindness and consideration towards others. They respond promptly to whistle signals during outdoor play and understand when they must stop and listen to staff instructions. Children benefit from healthy snacks and regular outdoor physical play. Staff support children with special educational needs and/or disabilities well and work closely with families, school staff and external professionals to help children access the club successfully.

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Next steps

Leaders should strengthen communication regarding key-person arrangements so staff, parents and other professionals consistently understand how children's individual care and support needs are coordinated. Leaders should further develop children's understanding of healthy lifestyles through greater independence during snack routines and a more balanced approach to screen time.

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About this inspection

The inspector spoke with leaders, staff, children and parents 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): 2792962

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Address:

Manorbrook School, Park Road Thornbury BS35 1JW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Manorbrook Out of School Club

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 08:40,Monday,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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