Play in Birkdale

Play in Birkdale

Unique reference number (URN): 2809081 Address: Birkdale School, 4 Oakholme Road, SHEFFIELD, S10 3DH Type: Childcare on non-domestic premises Registered with Ofsted: 02/10/2024 Registers: EYR, CCR, VCR Registered person: Play in Ltd

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

Leaders set the highest expectations for children's attitudes and behaviours, which are exemplary. For example, as part of the morning registration routine, they discuss the day's activities, choices and the club rules. Leaders remind children of the key expectations of being kind, safe and respectful. Staff encourage children to take responsibility for self- regulation and provide a 'mindfulness' table for children to have quiet reflection time and discussions about their feelings.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders and staff are excellent role models. They create an ethos and environment of positivity, inclusivity, tolerance and harmony through their shared understanding and collaborative approach. Consistent daily routines and attendance at the club helps children to form extremely positive habits, which support successful learning in school. For example, children sustain high levels of engagement and superb attitudes to learning as they develop new skills and knowledge. Staff incorporate children's ideas into 'Friday Fun' days. This helps children to feel valued, raising their self-esteem, confidence and sense of belonging. Staff also celebrate the skills children have learned and present prizes during talent shows.

p.2

Behaviour, attitudes and establishing routines Strong standard

Staff provide expansive opportunities for children to develop their social skills and wonderful friendships. For example, children thoroughly enjoy sharing activities, such as baking, building complex constructions and creating with collage materials and paint. They happily negotiate taking turns while playing table tennis. Staff provide ample opportunities for children to learn about and celebrate diversity. For example, children take part in activities and resources linked to national events and special celebrations.

p.2

Children's welfare and wellbeing Strong standard

Leaders designate staff with early years qualifications and experience as key persons for the youngest children. This helps children to settle, feel secure and develop trusting and positive relationships. Leaders encourage families to visit the club to support children's transitions. Where they have not visited, staff show them around, exchange further information and show children the enticing activities on offer. Staff complete 'getting to know you' sessions, where children can talk to staff about, and draw, their favourite things. Staff thoroughly explain daily routines to children and what happens next, to help them to develop high levels of emotional wellbeing.

p.2

Children's welfare and wellbeing Strong standard

Staff provide extensive opportunities for children to develop their understanding of keeping themselves safe and healthy, including taking part in daily indoor and outdoor physical activity. Staff provide healthy snack options and check children's packed lunches as part of their daily safety practices, to promote children's welfare. They hold discussions with children and display posters that help children to learn about online safety, and practise road safety while walking sensibly to outdoor play areas. Leaders provide enrichment activities, such as fencing, to help children learn about discipline, risk and the importance of following stringent safety rules. Staff plan fun ways to reinforce children's understanding of healthy living, such as using sewing techniques to craft vegetable characters and making fruit and vegetable kebabs.

p.2

Inclusion Strong standard

Leaders demonstrate a deep commitment to promoting a highly inclusive service. They embrace all families, ensuring that everyone feels welcomed and valued, and all children are fully included in the life of the club. Daily sessions, the organisation of indoor and outdoor space and activities, such as sports, art and crafts, are thoughtfully and expertly planned and adapted. This helps to meet children's individual needs and prevents the youngest children from becoming overwhelmed.

p.3

Inclusion Strong standard

There are no early years children on roll with special educational needs and/or disabilities or other specific needs at the time of inspection. However, staff have in-depth knowledge and experience of how to adapt provision for these children, to reduce barriers to their engagement and wellbeing. This includes, for example, working extremely closely with parents, carers and other professionals, to undertake comprehensive assessments of children's individual needs. Leaders adapt social situations, the environment, staffing, resources and activities to support children's needs. Staff plan tailored and structured inductions and 'play-trials', for instance, and leaders understand how to devise comprehensive support plans to meet children's individual needs.

p.3

Leadership and governance Strong standard

Leaders have excellent oversight of the provision. They continuously review this with the staff team and make decisions that are in the best interests of children. This includes when planning the inspiring activity programmes, which include visitors delivering a wealth of exciting, interactive workshops. As part of planning for staffing, leaders invite applicants to a 'play interview', as part of the rigorous recruitment process. Staff have a wealth of complementary skills, experience and qualifications. This includes those related to teaching, health and social care, early years and sports coaching. This has an extremely positive impact on the quality of the provision and staff's interactions with children, as does further continued professional development. For example, staff partake in quizzes and presentations as part of in-house training and attend regular briefing sessions. They benefit immensely from on-the-job support, mentoring and coaching, by leaders who show passion

p.3

Leadership and governance Strong standard

and energy. Leaders ensure staff's wellbeing, through regular supervision meetings, team celebrations and treat days, for instance. This impacts positively on the level of care children receive from dedicated staff.

p.3

Leadership and governance Strong standard

Leaders conduct extensive reflection on provision, which includes audits, reviews and consultations with staff, children and parents. Leaders continuously seek to develop the service for children and strive for the highest possible levels of quality in their provision. This involves completing comprehensive action plans. As the number of early years children in attendance has grown, leaders continue to develop the key-person role to support children's transitions to the highest level. Areas of development additionally include a new woodland area that ignites children's curiosity and imagination. Parents are encouraged to share what children have been learning at school, in order for staff to complement children's experiences. Following feedback from parent questionnaires, leaders created a more user- friendly website to strengthen communication systems. Parents express extremely positive feedback.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children excitedly enter and families are warmly welcomed. They are invited to share information about their children, which demonstrates that their contributions are valued. Children relate positively to the fun and friendly staff team, who show the highest level of

p.4

Inspector:

interest in what children say and do. This boosts children's sense of belonging and confidence, and helps them to feel happy, safe, secure and valued. Children, including those new to the setting, settle extremely quickly into meticulously structured daily routines, which they quickly become familiar with. For example, after hanging up their belongings and placing their water bottles on the designated table, children immediately find their existing and new-found friends and immerse themselves into all aspects of the exciting provision.

p.5

Inspector:

Children eagerly anticipate the fun-filled and action-packed day ahead of them. The club is a hive of activity, packed with a wealth of highly stimulating and captivating activities. These sustain children's enjoyment and engagement and expand their existing knowledge, skills and experiences. For example, children carefully listen and display extremely positive behaviours as special visitors teach them dance moves and provide basic guitar lessons. Children develop high levels of self-esteem and confidence in learning new things as the sessions progress.

p.5

Inspector:

The day begins with children choosing what they would like to do on their arrival, and this choice continues throughout the day. Children's uniqueness, interests, likes and preferences are promoted through the embedded, inclusive practice, which reduces barriers to children's engagement, wellbeing and attendance. For example, children who enjoy being physically active take part in games that increase their coordination and team building skills in the sports hall. Elsewhere, children who are less inclined to want to take part in sports, access a rich range of alternative resources and activities. This includes, for example, threading with intricate beads and small-scale physical activities, such as table tennis. Arts and craft activities, based around themes, such as 'sea life', spark children's creative skills. They also help to sharpen children's hand–eye coordination and dexterity. These skills support

p.5

Inspector:

children's early literacy in school. Children show immense enjoyment, taking turns while playing fun, table-top games that increase their early mathematical skills.

p.5

Next steps

Leaders should continue to implement and embed plans for development that will help to realise a transformational impact on children's engagement and wellbeing.

p.5

About this inspection

The inspector spoke with leaders, staff, children and parents during the inspection.

p.5

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. Rachel Ayo

p.5

Address:

Birkdale School 4 Oakholme Road SHEFFIELD S10 3DH

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

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

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8