Boom Sports - SJF

Boom Sports - SJF

Unique reference number (URN): 2750723 Address: St. John Fisher Catholic Primary School, Infant Department, Sarsfield Road, Perivale, Greenford, UB6 7AF Type: Childcare on non-domestic premises Registered with Ofsted: 12/09/2023 Registers: EYR, CCR, VCR Registered person: Boom Sports Childcare 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

Staff establish clear and predictable routines that help children understand expectations throughout the session. Younger children are collected from their classrooms by staff, while older children arrive independently from across the school site. This supports an orderly start to the session and helps children move confidently from the school day into the club.

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Behaviour, attitudes and establishing routines Expected standard

Routines are reinforced consistently through calm reminders, positive modelling and clear explanations. During activities, staff explain rules clearly and children respond well, for example when younger children take turns in 'Duck, Duck, Goose' and older children cooperate during team games outdoors.

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Behaviour, attitudes and establishing routines Expected standard

Staff maintain consistent expectations across activities, helping children manage shared spaces successfully and interact positively with others. Children understand what is expected and follow routines willingly, showing increasing independence. However, planned opportunities for children of different ages to play and collaborate together are not yet fully developed across the session. This means some children do not consistently build the broader social skills that come from interacting with peers of different ages.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported through clear daily routines and attentive supervision. Established arrangements help children feel safe and comfortable as they take part in activities throughout the session.

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Children's welfare and wellbeing Expected standard

Staff support children's emotional wellbeing through calm communication, reassurance and clear expectations. Younger children are helped to settle into activities, and staff provide encouragement when children hesitate or need support to join in. This helps children to recognise and manage feelings, resolve minor disagreements and maintain positive relationships during play.

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Children's welfare and wellbeing Expected standard

Leaders ensure that children's health needs, dietary requirements and allergies are understood and followed appropriately. Hygiene routines, such as handwashing before eating, are reinforced consistently, and children benefit from regular opportunities to be physically active through structured outdoor games and movement activities that are supervised appropriately.

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Children's welfare and wellbeing Expected standard

However, opportunities for children of different ages to interact more widely during routines and play are not yet consistently developed. This means children do not always benefit fully from the wider social and emotional learning these experiences can provide.

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Inclusion Expected standard

Staff know children well and respond appropriately to individual needs. They adapt activities and provide support so children are able to participate alongside others attending the club. For example, staff involved a child directly in modelling a team game to maintain his engagement and support inclusion, while younger children were supported through simple language, demonstration and reassurance. This helps children to feel included and confident when taking part in activities.

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Inclusion Expected standard

Children with special educational needs and/or disabilities (SEND) are supported through agreed approaches that reflect their individual circumstances. Staff provide reassurance and adjust explanations, where needed, so children remain engaged throughout sessions. Children who speak English as an additional language are supported through clear communication and consistent routines, helping them settle and participate comfortably within the club environment.

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Inclusion Expected standard

Leaders and staff work in partnership with parents and the host school to support children's needs. Information is shared appropriately to promote consistency in approaches and expectations. However, planned opportunities for children of different ages to interact and learn from one another are not yet fully developed across the session. This means some children do not consistently benefit from the broader social learning experiences that mixed- age interaction can provide.

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Leadership and governance Expected standard

Leaders provide clear oversight of the provision and ensure it operates in an organised and consistent manner. Established routines and effective staff deployment support sessions to run smoothly and help maintain a calm environment for children attending the club.

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Leadership and governance Expected standard

Leaders review practice regularly and support staff to apply agreed approaches consistently during activities and daily routines. Staff receive appropriate training, which helps ensure expectations are understood and implemented across the provision. Parents report positively about the club and describe it as well organised and welcoming for their children. They value the way staff support children to settle and ensure they are included in activities. Leaders maintain effective working relationships with the host school, helping to promote consistency in expectations and support for children attending both provisions. Activities are organised throughout the session to support engagement with children largely participating in age-based groups. All age groups spend a short period of time together during less structured play before collection. During this time, children interact confidently within the

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Leadership and governance Expected standard

shared space and engage with others beyond their usual groups. As this part of the session is brief, children have fewer opportunities to build relationships and play experiences across the wider club.

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Leadership and governance Expected standard

Leadership arrangements support a well-managed provision, where supervision and daily routines remain consistent for children attending.

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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 at the club confidently and settle quickly into familiar routines at the end of the school day. Staff welcome children warmly and create a calm and organised environment, where children feel comfortable and secure.

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

Children enjoy spending time with their friends and engage readily in a range of activities available throughout the session. Opportunities for physical play allow children to be active and work cooperatively during team games, while creative and quieter activities provide space for children to relax and express their ideas. Children move between activities confidently and demonstrate positive relationships with one another.

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

Staff interact positively with children and provide encouragement that supports confidence and participation. Expectations for behaviour are clear and consistently reinforced, helping children to play together respectfully and manage shared spaces successfully.

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

The club supports children to feel included and part of the group. Staff know children well and provide reassurance and guidance, where needed, so that children participate comfortably in activities alongside others. This helps children develop confidence and independence within a supportive environment. Daily routines, including snack time and play opportunities, contribute to a relaxed and sociable atmosphere, where children can unwind after the school day while remaining engaged in meaningful experiences.

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

Overall, children experience a welcoming provision, where they feel safe, develop friendships and enjoy a positive balance of play, activity and relaxation.

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Next steps

Leaders should extend planned opportunities for mixed-age interaction so that children consistently benefit from a broader range of social learning experiences across the session.

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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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Address:

St. John Fisher Catholic Primary School Infant Department, Sarsfield Road, Perivale Greenford UB6 7AF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Boom Sports Childcare Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 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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