The Grange Play Centre

The Grange Play Centre

Unique reference number (URN): EY233794 Address: Beddington Park, London Road, Wallington, Surrey, SM6 7BT Type: Childcare on non-domestic premises Registered with Ofsted: 14/02/2003 Registers: EYR, CCR, VCR Registered person: London Borough of Sutton

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

The environment is extremely calm, happy and very conducive to supporting children's emotional security. Children have plenty of space, inside and outdoors. This helps them to engage in their chosen activities, active play or to sit quietly and chat with their friends and staff. Children are very familiar with routines. They meet the high expectations for their behaviour with ease. Children are very polite and considerate of one another, the resources and the play environment. Staff liaise continually with the local schools to ensure consistency in their expectations and strategies to manage children's behaviour. Staff are highly attuned to children's individual needs and dispositions. They understand when children may need quiet time, individual interactions or additional help to manage their emotions and responses. Staff promote mature social skills, that will serve children well through life.

p.2

Behaviour, attitudes and establishing routines Strong standard

Staff work consistently and closely with the schools and parents and carers to support punctual and regular attendance. They also work flexibly with parents to support the needs of families, as they change over time and on a daily basis. Staff support younger children very well, in an age-appropriate manner. Older children help younger children with daily tasks, share resources and thoughtfully include them in play. Staff are particularly mindful of the needs of the youngest children. They share a scrap book for the younger children with teachers and parents, to support continuity in children's care and experiences. Children of all ages play together in a delightfully calm and harmonious manner.

p.2

Children's welfare and wellbeing Strong standard

Leaders and staff demonstrate an outstanding commitment to pupils' welfare and improving outcomes for the most vulnerable children. They have a secure understanding of each child's individual needs and the specific barriers faced by disadvantaged children, including those with special educational needs and/or disabilities. Leaders and staff thoughtfully organise and adapt daily routines to meet children's individual needs. Leaders work closely with a range of external agencies to ensure that children and families receive timely and appropriate support. This coordinated approach enables children who might otherwise struggle to access provision to attend and thrive.

p.2

Children's welfare and wellbeing Strong standard

Staff promote children's physical wellbeing well. They ensure children stay hydrated and remind them to leave water bottles in the shade. Staff encourage games to keep children cool. For example, children giggle excitedly as they are splashed with water during a game of 'drip, drip drop'.

p.2

Children's welfare and wellbeing Strong standard

The setting has developed the huge outdoor space to meet the needs of all children. Children have free-flow access to encourage lots of active play and time outside. Staff understand how to manage risks effectively, so children are safe. The setting supports children to develop an excellent understanding of healthy lifestyles. For example, staff provide healthy snacks, having meaningful conversations at this time. Children feel emotionally secure because staff respond sensitively to their needs. When children try activities for the first time, staff eagerly praise their efforts to support their self- esteem. As a result, children's wellbeing is consistently excellent.

p.2

Inclusion Strong standard

Leaders promote a highly inclusive environment. They welcome and support all children, embracing their needs. Staff demonstrate excellent knowledge of the children who attend the setting. They are attentive to each child's health, care and personal needs and adapt their practice accordingly. Leaders ensure that staff are expertly trained and receive the guidance to ensure staff can respond effectively to children with medical needs or who may face barriers to their wellbeing or with special educational needs and/or disabilities. Parents and carers say that they are extremely grateful for the time that leaders and staff take to ensure they can provide individualised care for their children.

p.3

Inclusion Strong standard

Staff are highly skilful and consistently adapt activities and routines to meet children's individual needs and ensure that children can participate fully. For example, when children join to build circuits for the first time, staff sensitively adapt their approach. They provide individualised support for all children to enable them to remain engaged.

p.3

Inclusion Strong standard

Leaders have a secure understanding of funding that is available for children to access the club. They work in partnership with local schools to help ensure that children are identified at the earliest opportunity. Furthermore, leaders work closely with parents and other professionals to review children's support plans. They use this information to make adaptations to promote inclusion across all areas of the club.

p.3

Leadership and governance Strong standard

Leaders demonstrate sustained commitment to providing inclusive and highly ambitious provision that transforms the life experiences of children, particularly those with special educational needs and/or disabilities and facing disadvantage. The environment is well designed to remove barriers to children's participation. Specialist equipment, sensory spaces and adapted facilities enable all children to access the full breadth of experiences safely and with dignity. Leaders demonstrate excellent partnership working. For example, staff engage in training alongside therapists to meet children's complex medical needs. Leaders carefully tailor ratios to take into account risk and need. This ensures children receive the level of support required to thrive. Staff's wellbeing is a priority for leaders as they support staff through regular meetings and ongoing coaching.

p.3

Leadership and governance Strong standard

The long-standing and highly skilled staff team share a unified vision of provision that is accessible to all. They demonstrate deep knowledge of every child and commitment to supporting them to thrive. Safeguarding, care routines and communication systems are rigorous and highly effective. Parents and carers speak positively about the provision, recognising its unique impact. Leaders have the ambition to replicate this model elsewhere in the borough so more children can benefit from similar provision.

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 flourish in this highly inclusive and nurturing setting. They arrive confidently and settle quickly, demonstrating that they feel safe and secure. The environment is exceptionally well organised and thoughtfully designed. This ensures all children, including those with special educational needs and/or disabilities, can access the full range of experiences. Children move freely between indoor and outdoor spaces. They make independent choices from a broad and stimulating range of activities. Outside, children have opportunities to develop their strength, coordination and resilience. For instance, they climb,

p.4

About this setting

run and have access to larger equipment. Older children are keen to demonstrate their gymnastic skills and encourage younger children to join in. Staff supervise attentively with excellent interactions with children.

p.5

About this setting

Relationships between staff and children are warm, respectful and trusting. Staff know children extremely well and respond sensitively to their individual needs. Children readily approach staff for support or conversation, keenly sharing jokes they have written. Visual timetables, clear routines and calm spaces help children to regulate their emotions and feel secure. Older children show kindness and empathy. They support their younger peers and those with additional needs.

p.5

About this setting

Snack times are sociable and relaxed. Children practise positive hygiene and make healthy choices. They receive encouragement to develop independence and responsibility. Children's views are highly valued. They contribute to creating rules, selecting resources and shaping aspects of the provision. They speak positively about their experiences and clearly enjoy attending. For many children, particularly those who are vulnerable, this setting provides a consistent, caring and aspirational environment where they thrive and feel a deep sense of belonging.

p.5

Next steps

Leaders should extend their already excellent practice beyond the club by sharing their inclusive approaches and staff development model with other clubs and community partners so their expertise has a wider, sustained and sector-leading impact.

p.5

About this inspection

The inspector spoke with leaders, staff, the designated safeguarding leads, the special educational needs and/or disabilities coordinator, children and parents and carers 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. Unique reference number (URN): EY233794

p.5

Address:

Beddington Park London Road Wallington Surrey SM6 7BT

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: London Borough of Sutton

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 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.

p.7

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.

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.7

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.7

Urgent improvement

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

p.7

Urgent improvement

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

p.7