Manor Longbridge Extended Schools

Manor Longbridge Extended Schools

Unique reference number (URN): 2746089 Address: MANOR LONGBRIDGE SCHOOL, 40 SCHOLARS WAY, DAGENHAM, RM8 2FL Type: Childcare on non-domestic premises Registered with Ofsted: 03/08/2023 Registers: EYR, CCR, VCR Registered person: GSJM 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 Expected standard

Staff help children to understand the rules of the breakfast club. They role model positive behaviour by being kind and caring to the children and each other. Children follow their lead, they know that being sensitive to the feelings of others is important. Children typically behave well. Any incidents of poor behaviour are generally dealt with swiftly by staff. All children collaborate with one another. Staff talk to children about the importance of making good choices. For example, they help children to understand how their language and behaviour impacts the feelings of others. Staff praise children and give them encouragement. This helps children to develop a sense of pride in their achievements and they know that completing tasks is fulfilling. The relationships that staff have with children gives them confidence.

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Behaviour, attitudes and establishing routines Expected standard

Children feel motivated to join in. This is because staff consider children's interests when planning activities. They spend time listening to children and understanding their own unique talents and interests. This helps children to engage well in activities. Staff encourage children's participation in routines and these are generally understood during mealtimes. They increasingly plan activities that help children to follow instructions. For example, they create opportunities for children to play games and understand sportsmanship and teamwork. Children develop social skills and collaborate well with others.

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Children's welfare and wellbeing Expected standard

Staff plan a wide variety of opportunities for children to take part in exercise and physical activity. This helps to promote their physical health. Staff generally find out key information about children that supports their wellbeing. This helps them to consider the individual needs of children including those with gaps in their wellbeing when planning routines and promoting their physical health. Staff understand the importance of providing children with a nutritious and healthy food. They consider foods that children like and use this information to inform their nutritious breakfast menu.

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Children's welfare and wellbeing Expected standard

Leaders know that strengthening how they organise routines around mealtimes will help enhance children's understanding of how eating a healthy breakfast sets them up for the day. Their aims are to enhance mealtimes to reduce distractions to that children can focus on eating and enjoy the healthy breakfast that is on offer. Not all staff consistently reinforce messages to children about eating enough and the impact this has. As a result, opportunities for children to hone life long healthy eating habits are not fully realised.

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Inclusion Expected standard

Staff work with parents to identify children who may need additional support. This includes children with special educational needs and or disabilities (SEND) as well as those with gaps in their wellbeing. They work with parents and external professionals, where appropriate to create individual care plans for children. Leaders and staff typically communicate well with schools to understand the needs of children with SEND. This includes considering children's experiences at school and which activities help them best to prepare for a day of learning. Staff pay attention to all children and adapt their activities to help them, including those with SEND to join in with what is on offer. For example, where children feel worried about making friendships staff focus on helping children to build these relationships with others. This helps all children to thrive at the breakfast club.

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Leadership and governance Expected standard

Staff enjoy working at the breakfast club. They work together to provide activities based on what they know about individual children. This helps all staff to contribute to the development of the breakfast club. Staff feel confident with their roles and responsibilities because of the support they receive from leaders. The professional development opportunities help them to develop their understanding of how to support the needs of children. Staff and leaders work together to adapt their policies where appropriate, based on their experiences of supporting children. This helps to generally enhance the care that children receive at the breakfast club.

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Leadership and governance Expected standard

Staff generally communicate well with parents to support the wellbeing needs of individual children including those with special educational needs and or disabilities. However, approaches to gathering information about what children have eaten prior to entering the breakfast club are not yet fully embedded. This means that information that helps staff to provide children with the balanced and nutritious food they need are not always detailed enough. Leaders have taken steps to strengthen how they communicate with parents to find out this information. However, the impact of this work is not yet felt across the breakfast club.

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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 feel happy and relaxed at the breakfast club. They feel at home in the light, bright and welcoming surroundings where staff who they know well chat to them about their feelings and plans for the day. Children busy themselves at activities and enjoy making choices about what they do depending on their mood. Children of all ages play alongside each other harmoniously. For example, younger children excitedly show off the projects they have been making linked to planting seeds and caring for the outdoor environment. Older children play sensitively with younger children. For example, they play ball games cooperatively and give younger children praise and encouragement as they play. All children feel they belong; this includes children with special educational needs and/or disabilities (SEND). They benefit from additional encouragement from staff to socialise with others where appropriate.

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

Children enjoy playing a variety of sports in a safe space. They talk positively about their experiences and enjoy having a go at new activities, such as tag. Children feel confident because they have trusting, warm and encouraging relationships with staff. They listen to staff as they enjoy a wide variety of activities that support their wellbeing and help them to prepare for a positive day at school. Children learn the rules of sports that enable them to negotiate and take turns with others. They gain the self-esteem they need to join in and have a go at unfamiliar activities that promote their physical health and wellbeing.

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

Staff take steps to ensure that barriers to attendance are swiftly addressed. Leaders consider how to remove barriers for children with gaps in their wellbeing. For example, staff provide support for children who have specific dietary requirements. They listen to children and take steps to adapt their procedures to help all children feel safe and included. This helps all children, including those with SEND, to feel included.

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Address:

MANOR LONGBRIDGE SCHOOL 40 SCHOLARS WAY DAGENHAM RM8 2FL

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Address:

Type: Childcare on non-domestic premises

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Next steps

Leaders should help staff embed their approach to routines, consistently promoting children's attitudes to healthy eating at mealtimes Leaders should strengthen how they communicate with parents to consistently obtain information that helps them to enhance support for the health and wellbeing of all children.

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About this inspection

The inspector spoke with children, staff and leaders 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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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. 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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