Play is For All

Play is For All

Unique reference number (URN): 2788591 Address: Firwood High School, Stitch Mi Lane, Bolton, BL2 4HU Type: Childcare on non-domestic premises Registered with Ofsted: 11/04/2024 Registers: EYR, CCR, VCR Registered person: Bolton Metropolitan Borough Council

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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

Children attending this setting have a wide range of special educational needs and/or disabilities. The setting provides vital respite care for families, including those who require immediate support, and works extremely well with parents and external professionals to ensure children receive the support they need.

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Inclusion Strong standard

Each child has an individual care and learning plan, which staff know well and use effectively to meet their specific needs. Staff demonstrate a secure understanding of children's communication and learning styles. For example, children who are preverbal are supported through the use of communication aids, such as language mats, enabling them to express their wants and needs. Staff are highly responsive to children's nonverbal cues and provide meaningful opportunities for children to make choices and engage in activities that reflect their interests and abilities.

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Inclusion Strong standard

Inclusion is at the heart of practice. Staff adapt interactions, resources and experiences to ensure all children can participate and feel valued. Leaders and staff are proactive in securing additional support for families, including referrals to specialist services, such as learning disability nurses. They attend multi-agency meetings and work collaboratively with professionals to ensure children's needs are consistently met and families benefit from the support they receive.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff support children to understand routines and boundaries that are appropriate to their individual needs. They recognise that many children attending the setting face barriers to their learning and, therefore, adapt expectations and approaches accordingly. Staff typically work well to promote positive attitudes towards learning and engagement, while remaining responsive to children's emotional wellbeing and individual circumstances. Where appropriate, children are provided with lower-demand experiences, enabling them to participate comfortably in activities and games of their choosing.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff understand the importance of regular attendance and work closely with families to ensure children can access their allocated sessions. Families value the support provided by the setting and prioritise attendance, recognising the benefits for their children. Staff also help children to develop skills that support attention, engagement and participation by reducing distractions and creating environments where children can focus on activities that interest them.

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Behaviour, attitudes and establishing routines Expected standard

Children develop warm and trusting relationships with the staff who care for them. Staff are attentive to children's verbal and nonverbal communication and respond sensitively to their needs. For example, some children take staff by the hand to indicate where they would like to go or what they would like to do. These positive relationships help children to feel safe, secure and supported to engage in learning and play.

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Children's welfare and wellbeing Expected standard

Leaders have created a calm and welcoming environment, where children enjoy spending time with others and feel secure. Staff carefully consider the experiences they provide, ensuring children with special educational needs and/or disabilities have opportunities to participate in activities and new experiences. For example, staff organise a Christmas dinner event for children and their families, promoting social interaction and enabling families to spend quality time together. These experiences contribute positively to children's wellbeing and sense of belonging.

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Children's welfare and wellbeing Expected standard

Staff support children to develop an understanding of how to keep themselves safe in ways that are appropriate to their age and stage of development. They also promote healthy habits by working with families to raise awareness of issues, such as the appropriate use of screen time and the impact on children's wellbeing. Positive relationships are at the heart of the setting's practice. Staff know children well and are responsive to their emotional needs. They recognise when children may require a different approach or interaction to help them regulate their emotions and re-engage positively. As a result, children are supported to feel safe, valued and emotionally secure during their time at the setting.

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Leadership and governance Expected standard

Overall, leaders have a clear understanding of the setting's unique context and work effectively with a range of agencies to support children's educational, health and care needs. They maintain positive partnerships with professionals and families to ensure children receive coordinated and appropriate support. Leaders typically review the provision, however, have not yet considered specific areas for improvement to improve the quality of the provision even further.

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Leadership and governance Expected standard

Leaders prioritise staff development and provide regular training opportunities. They carefully consider the specialist knowledge and skills required to meet the needs of children with special educational needs and/or disabilities, ensuring staff are equipped to carry out their roles effectively. This contributes to a workforce that is knowledgeable and responsive to children's individual needs.

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Leadership and governance Expected standard

Staff's wellbeing is given due consideration. Leaders and managers hold daily debriefs with staff, providing opportunities to reflect on practice, discuss any concerns and access support following challenging incidents. This helps staff to feel supported in their roles and promotes a positive working environment. Leaders have appropriate systems in place to monitor the quality of provision and identify areas for improvement.

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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 attending this provision experience a warm, nurturing and highly inclusive environment, where their individual needs are understood and respected. They are supported by staff, who know them well and use detailed care and learning plans to ensure they can access meaningful experiences tailored to their needs. Children develop trusting relationships with staff and confidently communicate their wishes, whether verbally or through alternative forms of communication and nonverbal cues.

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Address:

Firwood High School Stitch Mi Lane Children enjoy a calm environment, where they feel safe, secure and valued. Staff are responsive to children's emotional wellbeing and adapt activities and expectations to meet their individual circumstances. This helps children to engage in experiences at a pace that is right for them and supports the development of positive attitudes towards learning and play. Children benefit from opportunities to socialise with peers and participate in experiences they may not otherwise access. Staff carefully plan activities that promote enjoyment, inclusion and a sense of belonging. As a result, children are supported to build confidence, make choices and develop independence.

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Address:

The setting works closely with families and a range of professionals to ensure children receive coordinated support. Families value the respite care provided, and children attend regularly to access the consistent routines and relationships that help them thrive. Overall, children are happy, well supported and enjoy spending time in an environment that places their welfare, wellbeing and individual needs at the centre of practice.

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Next steps

Leaders should continue to evaluate the effectiveness of the provision and use this information to drive ongoing improvement and secure the best possible outcomes for children.

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About this inspection

The inspector spoke with leaders, staff and observed children 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. Bolton BL2 4HU Type: Childcare on non-domestic premises

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About this inspection

Registered person: Bolton Metropolitan Borough Council

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 17:30,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 17:30,Saturday : 10:00 - 15:00

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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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