Manor Infants Before School

Manor Infants Before School

Unique reference number (URN): 2748340 Address: Manor Infants School, Sandringham Road, Barking, IG11 9AG 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

Children demonstrate positive attitudes to play and activities at the breakfast club. Staff use clear and consistent behaviour management strategies that focus on children's communication, encouragement and involvement. They take time to talk with children, helping them to understand expectations and supporting them to make positive choices. Staff deliver instructions clearly. They maintain a warm and positive approach that helps children to feel secure and respected.

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Behaviour, attitudes and establishing routines Expected standard

The club actively promotes the importance of good attendance and punctuality, with staff following up any unexplained absences. Families are supported to understand how consistent routines contribute to children's learning, development and emotional wellbeing. Children benefit from trusting relationships with staff, which helps them settle quickly and feel confident throughout the session.

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Behaviour, attitudes and establishing routines Expected standard

A calm and respectful atmosphere is evident. Children engage in a range of activities, such as gymnastics, climbing apparatus and creative activities. They demonstrate sustained interest and enjoyment. Staff model positive behaviour consistently, reinforcing expectations and celebrating children's efforts. As a result, children develop positive social skills, follow routines confidently and contribute to a friendly and respectful environment where everyone feels valued.

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Children's welfare and wellbeing Expected standard

Children's wellbeing is at the heart of the breakfast club's practice. They begin their day with a healthy breakfast and are encouraged to make their own choices. This supports children's independence and gives them a sense of ownership. Children form positive relationships with staff, who engage purposefully at their level and use high-quality interactions to extend their thinking and deepen their play.

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Children's welfare and wellbeing Expected standard

Staff model positive behaviour and promote this throughout the session. They work sensitively with children to help them recognise, name and manage their emotions. This nurturing approach supports children's self-esteem and confidence highly effectively. Children are given time to process questions or instructions, with staff offering patient encouragement. As a result, children respond positively to this support which helps them feel secure. For children who require additional support, staff adapt their practice thoughtfully. They adjust activities and routines to ensure that each child receives the right level of guidance and opportunity to succeed. This helps all children to understand expectations and feel fully included.

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Children's welfare and wellbeing Expected standard

Children look after their belongings and demonstrate independence as they help to tidy away resources and prepare for school by collecting their belongings. Older children walk to their classrooms confidently, while younger children are accompanied by staff. Clear handovers are shared with teachers, to ensure continuity of care.

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Inclusion Expected standard

The breakfast club places a strong emphasis on inclusion, ensuring that every child feels valued and fully supported. Staff take time to get to know each child as an individual, gathering detailed information about their needs, interests and any cultural or religious preferences. This enables staff to plan thoughtfully and create an environment where all children feel welcomed, included and respected.

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Inclusion Expected standard

Staff adapt activities and resources so that every child can participate meaningfully. They consider children's differing abilities and learning styles, making adjustments where needed to remove barriers and promote equal access. Clear and consistent strategies are in place for children who require support to regulate their emotions. Staff use calm and reassuring approaches and provide safe spaces to help children manage their feelings effectively.

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Inclusion Expected standard

Overall, leaders ensure staff receive appropriate training, and work closely with families and external agencies to provide children with suitable opportunities and experiences.

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Leadership and governance Expected standard

Leadership at the breakfast club is stable and continually developing. Leaders promote staff development, supporting team members as they grow into new roles and responsibilities. Some staff have progressed through to leadership roles, reflecting a culture that encourages professional growth.

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Leadership and governance Expected standard

Leaders make effective use of support from the local authority, particularly in relation to special educational needs and/or disabilities guidance and safeguarding updates. Regular joint meetings ensure that government guidance and initiatives are understood and best practice is promoted across the provision. Policies, safeguarding information, complaints procedures and contact details are readily available to parents and carers.

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Leadership and governance Expected standard

Partnership working is a clear strength. Managers have built a positive relationship with the school in which the breakfast club is based. They attend parents' evenings to promote the club and work closely with the school's senior leaders to share relevant information. Communication with parents is consistent and purposeful. Staff exchange information at handovers and families receive monthly newsletters.

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Leadership and governance Expected standard

Leaders provide regular supervision sessions to staff with daily check-ins, weekly team meetings and monthly training sessions. They understand the setting's strengths and act to improve identified areas. They also make decisions that support staff wellbeing and manage their workload effectively. This ensures continuing improvements support both the team and the quality of practice.

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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 separate from their parents and carers with confidence as they arrive at the breakfast club. They are warmly greeted by staff, who welcome them individually and create a calm and positive atmosphere. This supportive start helps children to feel secure, with staff taking time to talk with them and check-in on their wellbeing. Children show independence as they hang up their belongings and prepare themselves for the session.

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

Physical activity forms an enjoyable and purposeful part of the session. Children take part enthusiastically in balancing tasks, light skipping and simple gymnastics. They join in with

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About this setting

Unique reference number (URN): 2748340 confidence, offering their own ideas and responding eagerly when staff encourage them to contribute. Relationships between staff and children are warm and encouraging. This helps children to feel safe to explore, practise new skills and express their creativity.

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About this setting

Throughout the session, children remain engaged and motivated. Staff use physical activities to teach children how to keep themselves safe, such as when carrying equipment correctly and taking turns. Children begin to understand how exercise helps them to build strength. They enjoy recalling what they have learned. Staff provide consistent praise and reassurance, which boosts children's confidence and sense of achievement. Drinking water is readily available, supporting healthy habits. At the end of the activity, children take part in a short recap and confidently share their learning, such as recognising improvements in their balance.

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About this setting

After some physical activity, children enjoy creative tasks that help them to cool down and start preparing to go into school. They make independent choices about the materials and activities they wish to use, with staff nearby to offer gentle support when needed. Staff model respectful and polite interactions, reinforcing positive behaviour and expectations. As a result, children develop important social skills, learning to share, communicate kindly and work alongside others with confidence.

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Next steps

Leaders should continue to train and mentor staff to develop their leadership skills and confidence to further strengthen the quality of provision.

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About this inspection

The inspector spoke with some parents, the wraparound care manager and the assistant manager 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 Infants School Sandringham Road Barking IG11 9AG

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45

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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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