JPAC at Manor Lodge

JPAC at Manor Lodge

Unique reference number (URN): 2792060 Address: Manor Lodge Primary School, Manor Lane, Sheffield, S2 1UF Type: Childcare on non-domestic premises Registered with Ofsted: 17/05/2024 Registers: EYR, CCR, VCR Registered person: JPAC 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 Expected standard

Staff and leaders are typically positive role models for children. They treat children and their families with kindness, care and respect. They support individual needs, particularly for those with special educational needs and/or disabilities, those from disadvantaged backgrounds or facing other barriers. Staff build relationships and listen to children so that they feel safe and valued. As a result, children are kind, polite and use manners well, with support. Staff remind them to say please and thank you, for example.

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Behaviour, attitudes and establishing routines Expected standard

Children listen to one another and are helpful, enjoying games, role play and craft activities. They work collaboratively and get along well with others. Staff are available to support and interact with children, offering praise and reinforcing clear expectations, for example, when moving around the building or coming back inside. Staff adapt practice to meet the needs of individual children, giving them time and space to process instructions when breaking off from an activity to come inside, for instance. Children build cooperative, trusting relationships with others. Consequently, they are confident and eager to participate.

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Behaviour, attitudes and establishing routines Expected standard

Overall, routines are organised effectively. Children know the designated places to put their coats and bags, for instance. They understand and respond well to instructions. Staff promote routines for handwashing and eating. However, at the start of sessions, some children wait without engagement while others arrive and settle. Although this does not affect behaviour or wellbeing, it reduces time spent in stimulating play and activities. Leaders and staff actively monitor and support attendance and speak to parents promptly to confirm arrangements, for instance.

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Children's welfare and wellbeing Expected standard

Children are happy and enjoy attending the after-school club. They typically provide healthy snacks and benefit from a wide range of opportunities for active play and self-directed choice. Leaders and staff place emphasis on children's welfare and wellbeing. They know children well and provide sensitive support, particularly for those with special educational needs and/or disabilities, those from disadvantaged backgrounds and those facing additional barriers. For example, they recognise children's sensory needs and support them by creating peaceful role-play areas.

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Children's welfare and wellbeing Expected standard

Staff and leaders develop close relationships with the host school and with parents and carers to find out about children. Leaders and staff consult with children to find out what they want to do at the club. Children and staff share meaningful conversations about children's interests and children communicate confidently. They are polite, friendly and helpful. Children express their ideas and make choices about their play. They access a wide range of activities each day, including craft and outdoor play in large, open spaces. This supports independence, role play and the development of physical, social and communication skills. Children say they particularly enjoy the freedom of outdoor play. Staff supervise attentively and help children to assess and manage risk appropriately. As a result, children feel safe, trusted and valued. They generally play cooperatively, take turns, follow rules and build a

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Inclusion Expected standard

Leaders and staff care about and support each individual child. They build secure links with the host school and work effectively with parents and carers to find out key information about children to identify their needs from the outset. Staff are kind and dedicated to their roles, typically embedding a culture of inclusion. They actively reduce barriers, modelling positive behaviour and attitudes and through tailored and thoughtful interactions with children and parents. Staff get to know all children well so that they can offer individual support, particularly for those with special educational needs and/or disabilities, from disadvantaged backgrounds or who face other barriers.

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Inclusion Expected standard

Staff are attentive and sensitive in their practice. They understand the context of the setting and listen to children, responding appropriately to their age and ability. For example, they help children to regulate their emotions, interact with others and develop independence. Staff generally give children time, space and freedom to make choices and explore. As a result, children develop positive social skills. They are patient, help one another, organise games, take turns and build relationships with staff and friendships with their peers.

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Leadership and governance Expected standard

Leaders prioritise developing a home-from-home environment with plenty of staff. They know each child well and support children with special educational needs and/or disabilities, those from disadvantaged backgrounds or facing other barriers. Leaders have worked hard to ensure that recent challenges and changes to leadership have not adversely impacted the care and support they offer to children, families and staff. Leaders are dedicated and committed to consulting with children so that they develop a sense of value and belonging.

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Leadership and governance Expected standard

Leaders and staff promote an inclusive environment, where all children can develop and thrive. They understand the context of the setting and have appropriate priorities that support the needs of children, parents and carers. Parents say that they particularly value the quality of care, organisation and flexibility provided.

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Leadership and governance Expected standard

Systems for risk assessment are secure and staff complete required statutory training. Staff are enthusiastic and dedicated to their roles, feel valued and supported. However, staff's skills are not consistently developed to extend professional confidence in supporting children in their play and routines.

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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 are happy, safe and settle well in this after-school provision. Children are well cared for and make choices about the activities they explore. Children enjoy crafts, games, construction and sports each day. They particularly enjoy opportunities to play outside and benefit from the open spaces and natural environment. Children feel valued and develop a sense of belonging. They communicate well and enjoy role play, adventure games and engage in physical activities. Children take pride in their achievements. They build positive relationships with dedicated staff and form friendships with their peers.

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About this setting

Unique reference number (URN): 2792060 Children follow instructions, such as when they are invited to line up and take turns. They enjoy healthy snacks, such as fruit and vegetables, sit together and begin to develop independence skills as they pour drinks, for instance. Children are engaged and well supported. They use language well and develop their speaking skills through interacting with staff. Staff know children well and ask meaningful questions so that children are engaged in discussions about their day. Staff have created a community of inclusion, where they value and support children of all ages, particularly those with special educational needs and/or disabilities or those facing other barriers. All children are involved, valued and active.

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About this setting

Children explore favourite role play and are sensitively supported by staff to regulate their emotions. Children of all ages sit together to participate in craft activities. Children are friendly and kind, they narrate their play, chat to each other and offer each other praise. Overall, organisation and routines are effective.

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About this setting

Leaders and staff develop close relationships with the host school and information is shared to support individual children. Staff communicate with parents and carers in daily conversations and through an online application. Parents say that they particularly appreciate the kind attitudes of staff, continuity of care and flexibility and support for attendance.

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Next steps

Leaders should refine routines and transitions, particularly at the beginning of sessions, so that children spend more time enjoying stimulating play and activities. Leaders should build on staff's professional skills to improve practice even further.

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About this inspection

The inspector spoke with leaders, staff, children, parents and carers 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:

Manor Lodge Primary School Manor Lane Sheffield S2 1UF

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 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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