School of Play @ St Hughs Timperley

School of Play @ St Hughs Timperley

Unique reference number (URN): 2798669 Address: St. Hughs Catholic Primary School, Park Road, Timperley, Altrincham, WA15 6TQ Type: Childcare on non-domestic premises Registered with Ofsted: 03/07/2024 Registers: EYR, CCR, VCR Registered person: School Of Play Mcr 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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Behaviour, attitudes and establishing routines Strong standard

Children quickly become familiar with the holiday club rules from the outset. These establish high expectations and, as a result, there are few behavioural incidents. The rules promote respect, participation and helping others, creating a positive atmosphere where children understand clearly what is expected of them.

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Behaviour, attitudes and establishing routines Strong standard

Staff consistently praise children's contributions and efforts, which children respond to with enthusiasm and pride. For example, during a themed craft session, children create headbands and excitedly discuss their designs and choice of resources. They support one another to achieve their ideas and develop their creations. Independence is encouraged and celebrated as children confidently use scissors to cut out shapes for their headbands. Staff remind children of the tidy-up expectations and children respond positively. These clear expectations and positive relationships have a significant impact on children's behaviour and attitudes.

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Behaviour, attitudes and establishing routines Strong standard

Staff quickly recognise children's moods, personalities and individual needs, using effective strategies before behaviours become more challenging. Children are supported to access quieter areas to pause, regulate and return to activities when ready, while remaining connected to their peers. This high level of awareness helps maintain a calm, safe and well- managed environment. Consistent routines and expectations provide children with security during holiday periods and support positive transitions back into school when term begins.

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Children's welfare and wellbeing Strong standard

Staff are fully equipped with the essential knowledge needed to support the children in their care through the setting's effective communication systems. This includes understanding the needs of all children, particularly those with special educational needs and/or disabilities and those who may face barriers to their learning or wellbeing. Staff are passionate about providing activities and experiences that reflect children's interests, ages and individual needs. For example, the holiday club provides additional experiences, including animal encounters, chocolatier lessons and glow-in-the-dark dodgeball sessions. Parents describe these experiences as enchanting and thoroughly enjoyable for their children.

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Children's welfare and wellbeing Strong standard

Hygiene practices are embedded into daily routines. Children independently wash their hands before snacks and lunchtime and understand the importance of good hygiene. Children enjoy home-packed lunches that support healthy eating, while parents are provided with clear information about club safety rules, including expectations around allergens and unsafe foods. Staff demonstrate secure knowledge of safer food practices and remain vigilant during mealtimes, encouraging children to make healthy choices.

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Children's welfare and wellbeing Strong standard

Children's emotional wellbeing is effectively supported through access to quieter areas, where they can rest, regulate and take time away when needed. Children understand that they can choose alternative activities if they do not wish to participate in planned experiences. For example, when a child finds joining in with team sports challenging, they can access the outdoor gym while remaining safely supervised within the same area. This flexible approach ensures children's individual needs are respected and supports them to feel secure, included and confident within the club.

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Inclusion Strong standard

Leaders and managers ensure inclusive practice is at the heart of what they do. They deliver regular staff training to ensure staff are confident to provide wholesome and effective support to children with special educational needs and/or disabilities and children who are less confident. Staff confidently talk about how they include all children and provide examples of adapting what they do to make activities inclusive for all. For example, sports coaches modify the rules during a game of rounders to include children who may not be as fast or precise as some. As a result, children feel valued and successful with their participation and achievement.

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Inclusion Strong standard

Leaders work in close partnership with families and other care providers to gather information about the children they care for at this holiday club. Children access video tours and staff information before they enter the club. This provides a blanket of security and reassurance from the very start. Staff aim to know and understand each individual and what it is they need to ensure they feel safe, valued and included. For example, the setting uses visual timetables to support routines, expectations and anticipated events. Staff skilfully use different methods to capture children's attention. For instance, counting and clapping supports a visual and verbal cue suiting different learning styles.

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Leadership and governance Strong standard

Leaders are highly effective and reflective in their oversight of the holiday club. They have a secure understanding of what is needed to ensure the provision runs smoothly and successfully. Staff report that they feel well supported by leaders and value the high-quality training and continuous professional development opportunities provided. This investment in staff development has a significant impact on practice and is reflected in staff's confidence, professionalism and positive interactions with children.

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Leadership and governance Strong standard

Club leaders share daily successes, key information and areas for reflection, ensuring all staff have a clear and consistent understanding of the children in their care and the provision they deliver. Effective communication is at the heart of day-to-day practice, enabling staff to respond consistently to children's individual needs and ensuring continuity of care.

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Leadership and governance Strong standard

Leaders have fully embedded policies and procedures that are clearly understood and implemented by staff, resulting in a well-organised and robust service. They regularly evaluate practice, identify priorities for development and take effective action to strengthen the quality of the provision. Leaders' ambition and drive are both innovative and motivational, creating a positive culture that is reflected in staff practice. Club leaders are committed to fulfilling the company's ethos and vision, ensuring children experience a safe, enjoyable and inclusive holiday club where their happiness, wellbeing and enjoyment are prioritised.

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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 thrive in this inclusive and well-structured environment. They are warmly welcomed into this safe, secure and inviting holiday club. They embark on morning activities and games, where they are motivated for the day ahead. Children are calm, engaged, excited and respectful of each other and their leaders. Expectations of all children are high, with the youngest of children able to recall the club rules. Staff are motivational and awe inspiring. They are inclusive and tuned into each child's individual needs and responsive to developing situations, fully equipped with strategies to support children when needed.

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About this setting

Children benefit from embedded routines. This helps them to understand what the day will bring and what comes next. Younger children look up to older children and seek comfort and guidance from their leaders when required. They form close connections and relationships with club leaders, creating a trusting and warm atmosphere. Opportunities are always created for continuous learning and enrichment; this bridges the gap away from learning at school, helping to support transitional periods. For example, children count in the line while making their way for their lunch and phonetically spell out words they see in the environment.

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About this setting

Children develop their physical skills through a wide range of enjoyable activities. For instance, they particularly enjoy playing dodgeball, demonstrating excellent sportsmanship and team spirit as they encourage and cheer on one another. They also take part enthusiastically in games, such as rounders, cricket, netball and basketball. Staff adapt activities and provide appropriate support so that all children can participate successfully. Children with special educational needs and/or disabilities are supported exceptionally well through strong partnerships with parents and schools, ensuring staff have up-to-date information about their individual needs and can respond effectively.

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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, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the leaders and staff and looked at parent testimonies 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. Unique reference number (URN): 2798669

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Address:

St. Hughs Catholic Primary School Park Road, Timperley Altrincham WA15 6TQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: School Of Play Mcr Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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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