Sports And All Wraparound Care Limited

Sports And All Wraparound Care Limited

Unique reference number (URN): 2816989 Address: St. Josephs Rc Primary School, Marlborough Road, Sale, M33 3AF Type: Childcare on non-domestic premises Registered with Ofsted: 26/11/2024 Registers: EYR, CCR, VCR Registered person: Sports And All Wraparound Care 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 Strong standard

Children show consistently positive behaviour and attitudes as staff have high expectations that are modelled well. Children transition into the setting smoothly, putting belongings away without adult support, showing that routines are well established. Transitions are a strength within the setting. Children line up having quiet conversations, waiting patiently for the next instruction. Children behave well and show kindness and consideration to others. For example, they apologise when they have misunderstood something. There are very few moments of conflict.

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Behaviour, attitudes and establishing routines Strong standard

Staff are caring and respectful towards children, always using good manners. They speak to them in quiet voices making interactions courteous. Children seek out adults and include them in their play, showing the positive impact of their relationships. Children collaborate and work well with each other. They make a conscious effort to include others in their play and take time to explain how to play games. Children show strong social skills through their interactions with one another.

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Behaviour, attitudes and establishing routines Strong standard

Leaders work well to promote attendance. They report poor attendance to class teachers and contact parents. Parents are punctual when collecting their children. They wait by the school gates and are accepting of the extra time it may take at times to keep the children safe. Parents report that they are appreciative of the extra sessions staff provide.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are effectively supported through high-quality care. Staff are caring and considerate towards children, modelling how to be polite to one another. Children use impeccable manners, wait their turn and are warm to their peers. Play times are calm and staff use these to engage in meaningful conversations with the children. There is lots of laughter and excitement shown by the children. For example, younger children enjoy when adults are silly with them during role play.

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Children's welfare and wellbeing Strong standard

Children have developed strong relationships with staff. They approach them confidently with concerns and know that they will be listened to. Staff check in regularly with children to ensure they are comfortable and are happy. They know their children well and respond to their needs quickly. Children demonstrate emotional intelligence. They are confident to talk about how they are feeling as a safe space has been created. They show empathy towards others and manage their emotions through positive interactions and relationships.

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Children's welfare and wellbeing Strong standard

Children are aware of the importance of regular physical activity and engage in these activities throughout the session. They have access to fresh drinking water and are encouraged to try healthy foods at snack time. Leaders are aware of the importance of oral hygiene and share this information with parents.

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Inclusion Strong standard

Leaders have created a highly inclusive culture within the club. Staff understand the individual needs of their children and the different barriers that they may face. They work closely with the host school to understand the children better, ensuring that their offer fully meets these needs and is consistent. Leaders have created a balance of treating every child as an individual, while breaking down any barriers so that all children can learn and work as one. They know the role of their setting in supporting children and will make necessary adaptations to do so. Staff are proactive when keeping up to date with children with special educational needs and/or disabilities (SEND). They understand when children need extra stimulation or a calming space after a day at school, offering reassurance and quiet conversations.

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Inclusion Strong standard

Staff work closely with parents, seeking advice to help children overcome additional barriers they may face. Staff are mindful of the context of each child and approach each situation with compassion. Staff share key information quickly with each other so appropriate care and attention can be given.

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Inclusion Strong standard

Staff maintain high standards for children with SEND or those who speak English as an additional language. They provide activities that are exciting and engaging, while also responding to interests and needs in the moment.

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Leadership and governance Strong standard

Leadership and governance are highly effective. Leaders have a clear strategic view of the provision offered and are committed to providing a high level of care. They are clear on their expectations of staff and the children. Leaders are reflective in their practice and seek continual feedback to improve their care offer. They use their position within the host school to their advantage, giving them a better understanding of the children and any barriers they face.

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Leadership and governance Strong standard

Staff speak positively about leaders. They know they are well supported and their welfare and wellbeing are considered. Leaders check in regularly with staff, who know they are valued and listened to. Supervisions are used effectively to share concerns and updates. Staff performance is monitored and regular training is sought to upskill the team. There are strong working relationships with the local authority, who provide training for staff. Leaders reflect on the strengths of each member of staff and use these effectively.

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Leadership and governance Strong standard

Leaders understand the need for their provision within the host school community and strive to provide the best care for children and their families. Parents report that their children enjoy attending the club and they are happy with the care provided. Parents note relationships as a strength and report that flexibility shown by leaders is important.

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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 welcomed into a warm and caring environment by attentive staff. They follow the routines well, putting their belongings away and settling to be registered, meaning transitions are seamless. They respond quickly to instructions to line up and do so sensibly. They move around the setting carefully as they are made aware of any risks. Children are respectful of adults, and they listen to instructions intently. Children have learned to be respectful as this is consistently shown to them by staff. They show care for one another, for example they are quick to apologise if they accidentally hurt someone. Emotional

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Inspector:

intelligence is developed through explaining the impact of children's actions and how others may feel. Positive relationships between staff and children contribute to the friendly and calming atmosphere. Staff speak to children on their level, explaining their expectations.

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Inspector:

There are a range of activities offered outdoors to encourage children to develop their physical skills. These are adapted to meet the needs of the varying ages and abilities of the children. Staff support children well, modelling how to play. Children particularly enjoy imaginative play, such as making ice creams, where staff are welcomed into their play. Older children welcome the interactions from younger children and engage with them enthusiastically. Staff support this by setting clear expectations, for example taking turns during a penalty shoot out. Children can choose to move indoors for a more calming environment. Staff support play by commenting and asking questions. Older children replicate this with younger children, for example they explain how to play chess. Children discuss what they have learned during the day and adults include this in activities, extending their learning. Children tidy up, keeping the space clean and safe for all. Children stop their

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Inspector:

Staff work closely with the school to gather detailed information about the children. They ensure that the care provided is well matched to their needs. Staff are aware of the needs of children with special educational needs and/or disabilities and go above and beyond to ensure they are comfortable and their needs are met. Staff work closely with parents and families and have built relationships. Children know they are valued through observing these positive interactions. Children are confident to voice concerns and know they will be listened to, meaning they fully enjoy their experience at the club.

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Next steps

Leaders should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, staff, parents and 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. Laura Farrell

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Address:

St. Josephs Rc Primary School Marlborough Road Sale M33 3AF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Sports And All Wraparound Care Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 17:45

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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. 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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