Playscheme At

Playscheme At

Unique reference number (URN): 2854732 Address: Alder Tree Primary Academy, Potternewton Mount, Leeds, LS7 2DR Type: Childcare on non-domestic premises Registered with Ofsted: 24/10/2025 Registers: EYR, CCR, VCR Registered person: License, Jordan

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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

Leaders set high expectations for children's behaviour. They use the theories of educational behavioural specialists to help inform their core values and ethos; these are simple for children to follow and advocate a positive approach. Policies and procedures are embedded consistently by staff, who model calm and respectful behaviours to children. Staff establish clear and consistent routines, which helps children to participate positively and creates a harmonious, safe and respectful environment. For example, children develop wonderful friendships and happily share resources because staff reinforce messages about fairness. Through communication with parents and carers, leaders promote consistent attendance and punctuality. This allows children to benefit from everything the club has to offer.

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Behaviour, attitudes and establishing routines Strong standard

Children understand what happens next from the moment they enter. During the highly sociable 'circle time', children meet and greet one another. They kindly welcome new children, which builds their confidence and self-esteem. Children follow staff's requests and move seamlessly through calm and orderly daily routines. Staff support children's emotional wellbeing through warm, positive relationships and nurturing care routines.

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Behaviour, attitudes and establishing routines Strong standard

Staff use inventive ways to sustain children's positive attitudes and engagement, using their interests. For example, they plan exciting activities based around children's favourite tales and stories, such as 'The Gruffalo', which additionally increases children's language and literacy skills. These are important foundations for children's future learning. Staff provide ample opportunities for children to develop a respect for difference. For example, they plan themed days linked to a diverse range of cultures and celebrations, such as 'Carnival' and a Bollywood-themed day. As part of this, visitors and the staff team share their experiences and expert knowledge.

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Children's welfare and wellbeing Strong standard

Leaders ensure that staff effectively and consistently implement the club's policies, procedures and practices that promote children's welfare and wellbeing. Children benefit from their key person working in very close partnership with parents and carers to support children's transitions on entry and thereafter. Staff complete a 'Finding out all about me' document with new children. This provides an initial opportunity for children to start bonding with their key person and share special information. For example, what makes them upset, what they might find tricky, what amazing things they can do, what makes them happy and what their favourite things are. This also helps children to develop a strong sense of belonging. As some staff also work in the schools children attend, this additionally helps them to settle quickly. Staff provide warm and nurturing care, which promotes children's emotional security and helps them to build relationships with a trusted adult.

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Children's welfare and wellbeing Strong standard

Staff reinforce safe and hygienic practices and effectively help children to develop their physical health and to keep themselves safe. For example, leaders reinforce the club's healthy eating ethos to parents, who provide lunch for children; children have ample healthy choices, which staff discuss with them. Staff also provide activities, such as creating fruit art and baking. Children have ample fresh air and physical activity outdoors, which boosts their mental and physical health.

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Children's welfare and wellbeing Strong standard

Leaders share trends and updates with parents regarding online safety and reinforce messages to children. Staff also use the morning 'circle time' routine to reinforce safety rules. They use child-centred initiatives, set up by charities that help prevent child abuse, to teach children vital rules about body safety and abuse prevention.

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Inclusion Strong standard

Leaders and staff demonstrate a deep commitment to inclusion. Regardless of children's specific needs, all children and families are treated equally and fairly. Leaders set no limitations as to what any child can achieve and everyone is integrated superbly into the life of the club, regardless of any adaptations that may be required. As part of this, staff differentiate provision for children who have not yet started school and those who are in Reception class. For example, staff intuitively simplify particular activities and adapt their questioning, interactions and levels of support.

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Inclusion Strong standard

Through comprehensive arrangements, leaders and staff work extremely closely with parents and carers to identify and support children's individual needs. This includes children with special educational needs and/or disabilities (SEND) or those who face other barriers to their engagement and wellbeing. Highly experienced and qualified leaders take on the role of SEND coordinator and make a very positive difference for children. For example, they meet families before children start, plan an extended settling-in period and gather important information. This informs their risk assessments and individualised support plans that give an overview of interventions, staff support and resources. This is devised in first-class consultation with parents and carers and takes account of any other legal existing plans and information from other settings.

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Inclusion Strong standard

Leaders source precisely targeted continued professional development for staff to support them in delivering inclusive practices for any child. For example, they complete 'attachment and trauma' training and visitors teach staff alternative methods of communication, where barriers exist. This complements staff's existing professional qualifications and knowledge and gives them a deeper insight into the strategies they can use to provide tailored, first- class support and care to children and families.

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Leadership and governance Strong standard

Leaders set consistently high standards for everyone's suitability and professional conduct. They closely oversee provision and systems for monitoring practice, and ensuring staff's wellbeing are of high quality. Leaders provide direct mentoring and feedback, alongside supervision and wellbeing meetings. Staff complete questionnaires to help drive provision forward. Staff's extensive experience, professional qualifications and continued professional development have an extremely positive impact on children's care, engagement and wellbeing. Leaders use each staff member's skills, area of expertise and interests when considering how to deploy them. They provide training guides for staff, refreshers before each holiday club and have recently subscribed to an online training portal. Staff weave different training approaches into their provision to enrich programmes for children, such as those that boost children's speech, language and communication skills through high-quality

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Leadership and governance Strong standard

interactions. Staff's excellent modelling of language and narration, shared storytelling and the development of children's love of reading is very evident.

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Leadership and governance Strong standard

Leaders act in the best interests of all children, when prioritising areas for development. For example, due to a temporary move in the school, staff adapted and re-designed the new 'early years' room, to meet children's individual needs. Leaders continue to develop many aspects of the provision, such as embedding the new online training systems and introducing annual summer child profile reviews for parents and carers. Parents and carers receive a wealth of information about their children and the club. For example, staff upload daily photos and summaries to share and celebrate children's achievements. Leaders use feedback gained from parents and carers through surveys and polls, for instance, to help shape future provision. Everyone is involved in supporting wider communities through fundraising, such as charity bake-offs. Parents share highly complimentary feedback.

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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 flourish in this setting. They show excitement and happily enter the calm, welcoming and extremely well-organised holiday club, designed to ensure children have ample fun. Children promptly settle into their richly resourced 'early years' room after receiving a warm and friendly greeting from their nurturing key person. This ensures a seamless transition for children. It demonstrates how confident, safe and secure children feel, and their familiarity with staff and consistent daily routines, which staff embed using visual cues. Children thoroughly enjoy themselves in the club, where staff value their individuality and respond sensitively to their needs and preferences. For example, children choose to play inside or outside and benefit from quiet spaces that help them to self- regulate, when they experience strong emotions. Children who might not otherwise be able to attend, benefit from the flexibility of sessions, and leader's sustained commitment to

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

removing barriers to children's attendance, engagement and wellbeing.

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

Children develop unlimited new skills and knowledge and a real zest for learning. Unique, meticulously designed, activity programmes, overseen by highly qualified and experienced leaders, are planned in excellent consultation with staff, children and parents. They are differentiated in line with children's stage of development and abilities and with inclusive practice in mind. Children take part in a wealth of experiences, including through visitors, such as sports coaches, yoga instructors, artists and those who deliver forest school sessions and teach survival skills. They take part in exciting activities that help them to develop concepts of science, technology, engineering and mathematics, such as making volcanoes. Children are highly supported in developing key transition skills for moving up to school in September.

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

Children are engrossed during wide-ranging activities that help them to build positive relationships with staff and each other and foster positive attitudes. For example, children play collaboratively in the enticing restaurant-themed role-play area. They express great imagination, practise their literacy skills, when creating menus, and refine their fine motor skills while using dough cutters to make pretend food. During activities, such as making instruments, children listen to one another respectfully while sharing conversations. Children remain highly engaged and focused through staff's motivating and skilful interactions. For example, staff play the role of a customer, enriching children's pretend play, and share different techniques and suggestions to help children to make their 'shakers'.

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Next steps

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

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Address:

Alder Tree Primary Academy Potternewton Mount Leeds LS7 2DR

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:30

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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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About this inspection

The inspector spoke with leaders, staff, children and parents 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

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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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