Let's Leap @ Holy Cross RC Primary School

(Fulham)

Unique reference number (URN): 2748713 Address: Holy Cross School, Basuto Road, LONDON, SW6 4BL Type: Childcare on non-domestic premises Registered with Ofsted: 18/08/2023 Registers: EYR, CCR, VCR Registered person: Lets Leap Sports Academy 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

Children demonstrate consistently positive attitudes throughout the holiday provision. They respond confidently to established routines and understand expectations across the setting. Clear boundaries are reinforced through consistent staff guidance, enabling children to move safely between activities and participate cooperatively in group experiences.

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Behaviour, attitudes and establishing routines Strong standard

Children show respect for one another and for the equipment provided. During structured physical activities, they listen attentively to instructions and follow safety guidance without hesitation. They take turns appropriately and demonstrate increasing responsibility when using shared resources. Older children model appropriate conduct, supporting younger children to understand routines and expectations.

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Behaviour, attitudes and establishing routines Strong standard

Staff intervene calmly and proportionately where required. Behaviour is managed through clear explanations and consistent reminders, ensuring that children understand consequences and can regulate their conduct effectively. As a result, the environment remains orderly and purposeful, even during higher energy activities.

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Behaviour, attitudes and establishing routines Strong standard

Attendance and punctuality are promoted effectively through clear communication with families. Leaders monitor attendance and engage promptly, where patterns emerge. This helps leaders to maintain oversight of children's welfare and supports their safety throughout the session. Children's positive attitudes and secure understanding of routines contribute to a safe, respectful and well-managed provision

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Children's welfare and wellbeing Strong standard

Leaders and staff prioritise children's safety and emotional security across the holiday provision. Supervision is carefully planned, particularly during higher energy activities, ensuring that children remain safe while engaging confidently in physical experiences. Staff are positioned strategically to maintain clear oversight and respond promptly where needed.

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Children's welfare and wellbeing Strong standard

Children approach staff readily for reassurance and support. Staff respond calmly and consistently, helping children to understand and manage their feelings during transitions and group activities. This promotes emotional stability and confidence throughout the day.

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Children's welfare and wellbeing Strong standard

Care routines support children's individual needs effectively. Snack times are staggered across age groups to reduce congestion, promote calmer routines and help staff supervise children closely while meeting dietary needs safely. Clear procedures underpin health and safety practice. Daily checks are completed, and risk assessments reflect the nature of the activities provided. As a result, children engage confidently within a well-managed environment, where safety and emotional wellbeing are prioritised consistently.

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Inclusion Strong standard

Leaders ensure that all children, including those with special educational needs and/or disabilities, are fully included and feel that they belong within the holiday provision. They gather detailed information from families prior to attendance and use this to identify any factors that may affect participation. Appropriate arrangements are put in place so children can access activities confidently and safely.

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Inclusion Strong standard

Leaders work closely with families and, where relevant, external professionals to ensure that support is consistent. They review arrangements regularly and make adjustments, where necessary, so that children continue to participate successfully.

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Inclusion Strong standard

Staff adapt their approach during activities to ensure children can engage alongside others. Clear explanations, consistent guidance and appropriate support enable children to take part in team based and physical experiences. Children are supported to manage routines, follow expectations and sustain engagement.

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Inclusion Strong standard

Inclusive practice is secure and consistently applied across the provision. As a result, children participate fully, develop confidence and remain engaged throughout their time at the club.

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Leadership and governance Strong standard

Leadership and management are effective in ensuring children receive a safe, inclusive and well-organised holiday experience. Leaders maintain clear oversight of practice and understand the needs of the children and families who attend. They use this knowledge to shape provision that promotes confidence, cooperation and positive engagement across the age range.

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Leadership and governance Strong standard

Leaders foster a positive culture, where staff work consistently together and share responsibility for children's safety and wellbeing. Ongoing professional dialogue strengthens staff confidence and supports consistent application of expectations during both structured and higher energy activities. Leaders place strong emphasis on partnership with parents. Parents speak positively about communication and describe the club as organised and responsive. Leaders consider parental feedback carefully and use it to inform ongoing evaluation of the provision. This collaborative approach supports continuity and reinforces children's sense of security.

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Leadership and governance Strong standard

Leaders demonstrate accurate self-evaluation. They recognise strengths and identify areas for refinement in a measured and purposeful way. As a result, the holiday club operates with clarity, consistency and a secure safeguarding culture.

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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 to a vibrant and well-organised holiday provision, where enjoyment and structure are clearly balanced. They are welcomed warmly and quickly engage in a broad range of physical and team-based experiences. Children move confidently between activities, make choices and interact positively with others across the age range.

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

The environment is lively yet carefully managed. During go-karting, children listen attentively to safety instructions and respond promptly to staff direction. They demonstrate excitement while maintaining awareness of clear boundaries. Younger children, including 4-year-olds, access age-appropriate physical play, such as the bouncy castle. They develop balance, coordination and turn-taking skills under close supervision. Staff position themselves strategically to maintain consistent oversight while allowing children appropriate independence.

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

Children collaborate effectively. They negotiate roles within group activities, encourage one another and show pride in shared successes. Staff interactions are calm and respectful, reinforcing children's sense of safety and belonging. As a result, children feel secure to take manageable risks, develop resilience and strengthen friendships.

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

Inclusion is embedded within daily practice. Children with differing needs participate fully alongside others, with thoughtful adaptations ensuring equitable access to activities. Staff respond promptly to individual cues, supporting emotional security and sustained engagement. Children contribute ideas, make independent choices and take responsibility for equipment and routines. The provision promotes confidence, cooperation and positive social development within a safe and purposeful environment.

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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 pupils/learners, those with SEND, those who are known or previously 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, 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:

Holy Cross School Basuto Road LONDON SW6 4BL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Lets Leap Sports Academy Ltd

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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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