PSP c/o WD

PSP c/o WD

Unique reference number (URN): 2764725 Address: West Didsbury C Of E Primary School, 68 Central Road, Manchester, M20 4ZA Type: Childcare on non-domestic premises Registered with Ofsted: 24/01/2024 Registers: EYR, CCR, VCR Registered person: Prestige Sports Programmes 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 Strong standard

Excellent support is in place for children with special educational needs and/or disabilities (SEND). Designated leaders are passionate about their roles and have undertaken relevant training to develop their knowledge. This has led to improved strategies for understanding and supporting children's behaviour and emotional wellbeing. Liaison with the school, other professionals and parents has ensured a fully holistic and well-rounded approach to fully meeting the needs of children with SEND.

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Inclusion Strong standard

Parents are highly positive about the care and attention their children receive. Targeted support is in place for those children that need it the most. Leaders are consistent in making sure that any barriers children face are swiftly identified. For example, to manage transitions, the school library has developed into an area for quiet reflection, including a blackout tent, books and sensory resources. This supports children to self-regulate and transition smoothly into the club and between activities.

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Behaviour, attitudes and establishing routines Expected standard

Children are valued by the staff, and their ideas and opinions are listened to. Children display empathy and kindness. Any minor disagreements are dealt with swiftly, and children are eager to help one another. Children play collaboratively and know the rules and expectations of the setting well.

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Behaviour, attitudes and establishing routines Expected standard

Staff have high expectations for children's behaviour and have clear and consistent routines in place. Children are forming close and respectful friendships and demonstrate enjoyment in the activities. Regular attendance is promoted and monitored. Leaders recognise that this helps children to form good habits for their future, and they work closely with parents to support this.

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Behaviour, attitudes and establishing routines Expected standard

Staff teach children to understand and manage their own emotions through books and discussion, as well as an end of day reflection, where their thoughts are expressed through drawings, writing and conversation. The familiar yet flexible daily routines help to ensure that children know what to expect and gain the emotional security to try new things. This has a positive impact on their behaviour and wellbeing. All children are forging close friendships and secure relationships.

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Children's welfare and wellbeing Expected standard

Leaders have created a fun and familiar environment for all children attending the club. Staff know each family and the community they serve well. Children's wellbeing and welfare are promoted due to robust policies and procedures that have been implemented to protect them. Leaders work closely with parents to create a positive culture that promotes their understanding about healthy food choices and oral health. Healthy eating and how to keep their bodies healthy are discussed and promoted, both in the club and through partnerships and information-sharing at home. The risks of using digital technology and how to keep safe online are promoted through signposting and through working in partnership with the on-site school to share key messages with parents.

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Children's welfare and wellbeing Expected standard

Hygiene practices are robust with children independently washing their hands and attending to their own self-care needs. Any support in these processes is considerate of children's welfare, dignity and privacy. All children, including those with special educational needs and/or disabilities, are making secure attachments and demonstrate belonging and contentment in the setting.

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Leadership and governance Expected standard

Leaders have a clear and ambitious vision for providing attentive and high-quality care to all children who attend. Their self-evaluation identifies key strengths, including close community links and strong partnerships with parents, which support consistency and trust. Leaders have also built secure relationships with the on-site primary school, ensuring effective communication and continuity for children. Additional strengths include adaptive practice and the ability to differentiate activities effectively to meet the varied needs of the children who attend.

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Leadership and governance Expected standard

Leaders are reflective and clearly identify areas for future development, including enhancements to the setting and further development of the activities on offer to enrich children's experiences and outcomes.

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Leadership and governance Expected standard

Staff wellbeing is prioritised, and leaders maintain an open-door policy, where staff are encouraged to share any concerns. Staff are also given opportunities to discuss their progress and future plans for the club. However, this does not yet consistently translate into a structured, continuous and measured approach to staff development. As a result, while professional development opportunities are available, they do not always lead to clear or sustained improvements in staff practice. This has a minor impact on the overall quality of care.

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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 display high levels of enjoyment and engagement in this inviting club. Staff are energetic and kind and know the individual children well. Children form secure bonds with staff, and consistent routines are in place. This supports children to know what to expect next and teaches them to follow instructions and manage transitions.

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

Children demonstrate excitement and curiosity in the activities provided, and their interests are sustained for long periods. For instance, children show intense concentration as they glue and stick sequins onto their sock puppets. Staff extend this learning by asking 'What

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Address:

West Didsbury C Of E Primary School else can we add?' and children are offered ample time to think and respond. Activities develop at their own pace and children are developing the independence and confidence to express themselves through sports, crafts and experimentation.

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Address:

Children's social skills are developing swiftly through group activities and collaborative play. For example, during an outdoor basketball game, children enjoy throwing and catching and have to work together as a team to get the balls in the net. Children are eager to express their enjoyment in the club and say that the staff are kind and friendly, and they have made new friends.

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Address:

Partnerships with parents, other professionals and the on-site school are well established. Children learn to respect and understand each other's differences, and all children are supported to succeed to the best of their abilities. Any barriers to learning are proactively reduced, and children receive the focused attention and support to ensure they thrive in this highly progressive and inclusive club.

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Next steps

Leaders should ensure that staff supervision is effective and leads to clear development in staff knowledge and practice, so that children consistently benefit from high-quality teaching, learning and care.

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About this inspection

The inspector spoke with leaders, the special educational needs coordinator, staff and children during this 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. 68 Central Road Manchester M20 4ZA Type: Childcare on non-domestic premises

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About this inspection

Registered person: Prestige Sports Programmes Ltd

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:00

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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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