School of Play @ Broadheath Primary School

School of Play @ Broadheath Primary School

Unique reference number (URN): 2824553 Address: Broadheath Primary School, Sinderland Road, Broadheath, ALTRINCHAM, WA14 5JQ Type: Childcare on non-domestic premises Registered with Ofsted: 08/01/2025 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

Leaders set high expectations for all children, including those with special educational needs and/or disabilities. This also includes those who may face barriers to their learning and/or wellbeing. Leaders ensure that all staff consistently use positive behavioural strategies and techniques which support the children in their care. All children understand the rules and what is expected of them. For example, children follow the claps and actions of the leader and tidy up with their friends. They giggle as they line up for activities and balance their water bottle on their heads. Routines are extremely well embedded and children behave consistently well. This helps children to settle quickly and feel safe and secure.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have formed extremely positive relationships with the children and with each other. They know their children well and want the very best for them. Staff teach children to be kind, and build warm and trusting relationships with them. Children talk about their feelings and learn how to make the right choice. They learn self-regulation skills and patience. This helps children to feel valued, special and listened to.

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Behaviour, attitudes and establishing routines Strong standard

Experienced staff plan exciting activities for all children to enjoy. Games are skilfully adapted to meet every need. Children of all ages play together and learn to share and take turns. They run, jump and roll outside, and help each other on the wooden planks. Children learn important communication and physical skills. This means that they develop positive attitudes to those around them. Leaders promote good attendance and have devised bespoke ways to encourage children to attend their setting. They have formed extremely effective relationships with local schools and with the children's families. All children, including those from disadvantaged backgrounds, benefit from the consistently high-quality activities on offer and make new friends.

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Children's welfare and wellbeing Strong standard

Leaders create a safe, happy and welcoming space for all children to enjoy. This includes children with special educational needs and/or disabilities (SEND), and those who may face barriers to their learning and/or wellbeing. Children skip with glee into the camp and arrive with a smile on their face. They are welcomed by kind and experienced staff and form meaningful relationships. This helps children to settle quickly and form a sense of belonging.

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Children's welfare and wellbeing Strong standard

Leaders consistently prioritise children's welfare and wellbeing in everything that they do. They have formed robust and effective links with local schools and external partners. Leaders work very closely with families to prepare children for the camp. This helps children to know what to expect. As a result, children feel welcomed and safe. Staff plan and adapt activities according to children's individual needs. For example, older children play hockey and develop their perseverance and confidence. Young children share a 'giant egg' toy and take turns with the toys in the calm tent. Children are given choices and feel listened to. This helps to support their emotional wellbeing and mental health.

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Children's welfare and wellbeing Strong standard

All children are given lots of opportunities to be creative and to learn about the world around them. This includes children who may have SEND and who face barriers to their wellbeing. For example, leaders confidently talk about Portugal and what it is like to live there. Children use their imaginations and move like a slug across the playground. Young children use glitter and glue to stick googly eyes onto coloured paper. Older children cut their carefully designed coaster out of card. This helps children to feel good about themselves as they learn new things. Leaders consistently promote the importance of good health. Children bring in healthy food from home and learn that exercise is good for them. They learn about how to keep a healthy lifestyle and make healthy choices.

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Inclusion Strong standard

Leaders ensure that all children receive consistently high-quality experiences at all times. This includes children with special educational needs and/or disabilities (SEND) and those who may face barriers to their learning and/or wellbeing. Leaders ensure that children receive high-level coaching from skilled sports coaches who understand the needs of all the children. Coaches adapt their activities to suit children of all ages and abilities. This means that all children feel accepted and included. Older children laugh as they take part in team games, and young children giggle as they learn how to use hoops and kick a ball outside. All children, including those with SEND, enjoy coming to the holiday camp and form a strong sense of belonging.

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Inclusion Strong standard

Leaders form consistently firm relationships with local schools and work in partnership with them to find out about the children in their care. They provide families with short videos of the staff and provide a virtual tour of the premises before children start at the club. This helps children to know what to expect and to settle quickly. Leaders have established a buddy system to ensure children are welcomed and feel part of the club. Experienced and gentle staff help to support children and design activities to match their interests and needs. Children grow in confidence and self-esteem as they learn new skills and make new friends.

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Inclusion Strong standard

Leaders have consistently high expectations for all children, including those who may have SEND or face other barriers to their learning and/or wellbeing. Staff ensure that camp rules are clear and are understood by all children. They adapt activities to meet the needs and interests of all children. Children follow the day using visual cues and join in with familiar words and actions. This means that children feel included and are made to feel welcome. Children behave extremely well, and any incidents of poor behaviour are swiftly addressed by highly trained staff. Leaders work in partnership with parents to help support behaviours at home. Children are taught how to manage their feelings and talk about what they could do to make things better. This is a strength of the setting. For example, children can use a calm den if they become upset and are given space if needed. This helps children to feel

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Inclusion Strong standard

safe and secure and to understand what is expected of them.

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Leadership and governance Strong standard

Leaders are incredibly ambitious and have an accurate understanding of their setting's strengths and any areas for development. Leaders have a firm commitment to supporting their community. They are consistent in ensuring and securing excellence for all children, including those with special educational needs and/or disabilities (SEND). Leaders and staff are involved in various charity events and have forged extremely effective links with local schools and external agencies. Leaders have created robust systems and procedures to ensure that information is shared consistently and securely. This means that children's needs are identified early and any adjustments are swiftly made.

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Leadership and governance Strong standard

Leaders have formed effective partnerships with children's families. They follow up on attendance and ensure that their vigorous procedures keep children safe. Parents and carers are extremely complimentary of the setting. They say they are 'delighted' and that the camp is 'more than a holiday club'. They say their children learn new skills and that the staff are approachable and helpful. Leaders tell families what to expect from the camp before their children start. They also spend time gathering the views of parents once the camp has ended. This feedback informs the camp's future planning. Leaders keep parents informed of changes to the provision and consistently ensure that all children, including those with SEND, are well prepared for their transitions at the end of the camp.

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Leadership and governance Strong standard

Leaders have established robust safer recruitment processes and have embedded a culture of professionalism and respect. They are passionate about upskilling their staff and have designed effective training packages that all staff complete. Leaders manage their staff effectively and use research-based techniques that have a consistently positive impact on staff's practice. Leaders participate in national conferences and share their expertise with other settings. Staff feel supported and say that leaders actively support and encourage their professional development and career progression.

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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 arrive happy and ready to play at this welcoming holiday club. They are greeted by name as they leave their caregiver and go inside to meet their friends. Children choose where to play, and experienced staff get down to their level and talk to them. This helps children to feel welcomed and listened to. Children work together to see who can build the biggest train track and laugh as they extend it even more. They talk about shapes and colours as they fit the pieces of construction together. They smile as they share and make new friends. This helps children to settle quickly and develop a sense of belonging.

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

Children of all ages play together outside. They climb, stretch, roll, jump and swing. Children clap and giggle as they sing songs with their friends. They make up games and slide down the outdoor equipment together. This helps children to build relationships as they develop their physical skills. Children giggle as they find feathers to show their friends. Kind adults help young children to find bugs on the wooden beams. They talk about spiders and different insects. Children learn about the world around them as they explore the outdoor areas together.

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

Children understand the rules and know what is expected of them. They behave consistently well. Children feel listened to, and any incidents of poor behaviour are dealt with swiftly, kindly and consistently. Children use pictures to help them understand the structure of the day. This helps them to feel safe and secure. Children enjoy creating and choose from different materials to make a coaster. Young children count the googly eyes and use glitter and glue. Children build firm relationships with gentle staff. This helps children to grow in their confidence and self-esteem and promotes positive mental health and wellbeing.

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

Children are happy, bubbly and confident. They laugh as they run around the hall, moving their bodies to dodge a ball. They learn new skills as they play games together. Highly trained sports coaches teach children how to hold a hockey stick and push the ball. This helps them to develop confidence and perseverance skills.

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Address:

Broadheath Primary School, Sinderland Road Broadheath ALTRINCHAM WA14 5JQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 08/01/2025 Adults understand the needs of the children extremely well and take the time to support them individually. This means that all children, including those with special educational needs and/or disabilities and those who may face barriers to their learning, are free to be themselves and encouraged to make new friends.

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Next steps

Leaders and those responsible for governance 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 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 leaders, staff, parents and children during this 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. Registered person: School Of Play Mcr Ltd

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About this inspection

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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