Lyons Hall Wraparound CareOfsted report card, 16 Sept 2026

Lyons Hall Wraparound Care

Unique reference number (URN): 2851098 Address: Lyons Hall Cp School, Deerleap Way, Braintree, CM7 9FH Type: Childcare on non-domestic premises Registered with Ofsted: 15/07/2025 Registers: EYR, CCR, VCR Registered person: Prestige Sports Development 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 Expected standard

Leaders establish clear expectations for behaviour and routines, which practitioners apply across the setting. Children understand the daily routines and respond positively to familiar expectations. For example, children arrive from school and settle quickly into the wraparound provision, following familiar routines and engaging positively with practitioners. Practitioners build warm, respectful relationships with children. Children seek support from adults and respond positively to their guidance.

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Behaviour, attitudes and establishing routines Expected standard

Practitioners help children develop positive relationships with others. Children learn to share, take turns and cooperate during play and everyday experiences. For example, children engage in role play, share resources and play cooperatively with their peers. They receive support to manage disagreements and understand how their actions affect others. As a result, children develop the social skills they need to play and learn alongside their peers.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote the importance of regular attendance and punctuality with families. They monitor attendance and recognise the effect that regular attendance has on children's relationships and participation.

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Behaviour, attitudes and establishing routines Expected standard

Practitioners take account of children's ages, stages of development and individual circumstances when supporting behaviour. They provide appropriate reassurance, guidance and support when children find routines or social situations difficult. This helps children understand expectations and develop increasing independence in managing their behaviour and interactions with others.

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Children's welfare and wellbeing Expected standard

Leaders ensure that practices generally meet children's individual needs well. Practitioners know children well and respond sensitively to their needs, helping children feel safe, settled and valued. Secure relationships develop between children and familiar adults, and children confidently seek reassurance and support when needed. Practitioners respond sensitively when children experience a range of emotions. They provide reassurance and help children recognise and express their feelings. This supports children to develop confidence in managing their emotions.

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Children's welfare and wellbeing Expected standard

Practitioners work with parents and schools to understand children's starting points and individual needs, including those of children with special educational needs and/or disabilities. This information helps practitioners provide appropriate support when children join the provision.

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Children's welfare and wellbeing Expected standard

Practitioners provide healthy snacks and sit with children during mealtimes to encourage safer eating. Children use the garden and take part in sports activities that support their physical development. They also have opportunities for creative play. Care routines reflect children's individual needs. Practitioners respond to children's preferences and provide appropriate support during mealtimes. Children become increasingly confident and independent as they take part in familiar routines.

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Inclusion Expected standard

Leaders create an inclusive culture in which practitioners identify children's individual needs promptly and respond quickly to children's emerging needs. They work closely with the school special educational needs coordinator and parents to make sure children get the right support to access the club.

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Inclusion Expected standard

Leaders understand each child's medical needs and family circumstances, and any additional support they require. Practitioners use visual supports, such as visual timetables and 'now and next' boards, to help children regulate their emotions and stay engaged. They continue to work with the school and parents to understand children's changing individual needs and adjust support when necessary. Children who need extra help get support with their communication, moving between activities and joining in, which helps them take part alongside their friends and grow in confidence.

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Inclusion Expected standard

Children join the wraparound provision after school and take part in activities with their peers. However, practitioners do not consistently ensure that all children benefit equally from adult interaction during activities. Less confident children can sometimes find it difficult to join activities alongside older children when practitioners do not provide sufficient encouragement, modelling or support. As a result, these children have fewer opportunities to participate fully and develop their confidence alongside their peers.

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Leadership and governance Expected standard

Leaders know the setting well and understand what works well and what needs to improve. They take action when they identify areas for development, and make decisions with children's needs in mind. This includes children who need extra help or who face barriers to their learning and/or wellbeing.

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Leadership and governance Expected standard

Leaders, and those responsible for governance, consider the effect of their decisions on practitioners. They support practitioners' wellbeing and take account of workload when planning and making changes. Practitioners report that they receive professional development that helps them improve their knowledge and practice.

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Leadership and governance Expected standard

Leaders understand their responsibilities and work to provide a safe and effective setting for children. Where concerns have been identified, leaders have taken action to address them. However, leaders do not consistently evaluate the impact of adult interactions on children's experiences. As a result, they do not always identify where practitioners need to improve the consistency of their support, particularly for children who are less confident to participate.

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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 enjoy the wraparound provision and speak positively about it. Children say that they love coming because they can eat, play fun games and join in with different activities. Children arrive happily and settle in quickly. They often want to stay longer at the end of the day because they enjoy playing with their friends. This shows that children enjoy their time at the provision and value playing and socialising with their friends. Children feel welcome and build good relationships with staff. They get a warm greeting each day, and know staff well in return. Children approach staff with confidence and respond well to their support. Children share, take turns and think about others when they play. They behave well and understand the routines of the setting.

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

Children make plenty of choices and do things independently. For example, they pick from activities such as construction, play dough, drawing, games, role play and outdoor play. Children follow their own interests and use their imagination. They work together, share resources and add their own ideas. Children manage parts of their own routine, such as washing their hands, choosing where to sit at snack time, and picking which activities to join. They take part in a wide range of experiences that support their learning beyond the school day. For example, they take part in physical activities led by a trained sports coach and enjoy regular outdoor play. Children explore, create, solve problems and build their communication and social skills through play. Children stay engaged and motivated because activities match their interests.

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

Children receive support that helps them join in. Children with individual needs receive extra support with communication, moving between activities and joining in. Children take part alongside their friends and build confidence as a result. Children show that they feel safe and secure. They experience calm, consistent care, and any concerns are addressed quickly to keep them safe. Children move smoothly and safely between school and the provision each day.

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

Overall, children enjoy a warm and welcoming provision where they can relax, play, socialise and make choices after school. Children build confidence, independence and good relationships, taking part in activities that support their wellbeing and development.

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Next steps

Leader should strengthen the organisation of group activities so that all children remain engaged and have enough opportunities to take part, particularly when activities involve larger groups. Leader should provide staff with further support to strengthen their practice and ensure that they consistently put their learning from professional development into practice.

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About this inspection

The inspector spoke with leaders and practitioners 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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Address:

Lyons Hall Cp School Deerleap Way Braintree CM7 9FH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Prestige Sports Development Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:05 - 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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