Gap Club, Holiday Club @ Staines Preparatory

School, Staines

Unique reference number (URN): EY545499 Address: Staines Preparatory School, 3 Gresham Road, Staines Upon Thames, Surrey, TW18 2BT Type: Childcare on non-domestic premises Registered with Ofsted: 22/05/2017 Registers: EYR, CCR, VCR Registered person: The Gap Club Limited

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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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Inclusion Strong standard

Staff's hard work and the fully inclusive environment make a demonstrable difference to the children who attend. Children's needs and barriers to wellbeing and attendance are swiftly identified. Leaders work with parents and carers to put support in place before they attend the provision. Barriers are reduced through flexible timetables and settling periods. Activities are also adapted and developed for children's individual needs consistently across the whole day. Staff provide resources, quiet spaces and regulation stations for children to use, for example.

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Inclusion Strong standard

Leaders work with local agencies and professionals to gain advice and support. Leaders reflect on the provision and skilfully adjust their offering. Ongoing support and regular communications and adjustments to care help parents feel at ease. Children with special educational needs and/or disabilities, therefore, settle quickly and thrive during their time here. Additional funding is used thoughtfully, to provide children with hot meals while at the club, for instance. Training for staff has been very beneficial in helping them to meet the individual needs of the children.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have created a culture of high expectations of behaviour at this holiday club. Staff are typically positive role models and promote the importance of being kind and respectful to each other. This culture of respect is understood by parents and carers and children who attend. Children demonstrate positive behaviour here and respect staff and leaders. Any incidents of more challenging behaviour are generally dealt with swiftly and appropriately. Leaders work with families to help them understand the importance of children attending whole sessions. This supports their developing relationships and consistency of care.

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Behaviour, attitudes and establishing routines Expected standard

Children enjoy coming to the club and engaging in the exciting opportunities on offer. All children including those with special educational needs and/or disabilities are included and benefit from their time here. Children work and play alongside each other in their rooms. Older children design planets by designing pancakes while younger children design their own trees while talking about the materials they are using. They use team-work skills and collaboration which help them to develops confidence and independence. The key-person system helps to builds secure relationships between staff and children. This ensures that children feel safe and can reach out for comfort and support when they need it. The atmosphere is calm and the day runs smoothly as a result.

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Children's welfare and wellbeing Expected standard

Children benefit from a safe environment. Secure relationships allow children to settle quickly, and staff take time to get to know children well. Children typically enjoy attending the club. They skip in and quickly engage in conversations with staff. The rooms are filled with laughter, excitement and wonder. Staff promote curiosity through the wide range of activities they offer. Key staff support children through their day and offer a daily diary for parents and carers, to support consistency of care and transitions.

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Children's welfare and wellbeing Expected standard

Hygiene practises are effective and children understand why these are important. Mealtimes are generally social occasions, where children reflect on their day so far. Staff check lunch boxes and help parents and children to understand about food and allergy safety. Staff support children and parents in healthy eating options and understanding the importance of exercise.

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Children's welfare and wellbeing Expected standard

Children are encouraged to express their emotions as they use regulations stations and safe spaces. They access outdoor areas throughout the day. Routines are typically well embedded into the day, which helps children to understand what is happening. Activities and interactions support children at an age-appropriate level.

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Children's welfare and wellbeing Expected standard

Staff have gained an understanding of individual needs of the children by engaging with parents and creating individual plans for each child, including providing any resources they may need for children to be successful at the camp. Barriers for children have been reduced through early identification of these barriers and strategies put in place before the camp starts.

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Leadership and governance Expected standard

Leaders have a secure understanding of their setting's strengths and further areas they intend to develop, including offering forest school sessions. All improvements are made with children's best interests in mind and strengthen the offer further. Staff are well supported in their roles through regular supervision sessions. These focus on wellbeing and professional development. Staff access a range of training opportunities to enhance their knowledge and practice. Staff would further benefit from more specialised training to raise standards further. New staff benefit from a thorough induction process. Long-standing staff are supported through ongoing career development opportunities. Staff report that they enjoy working for the organisation and feel valued. Leaders are supportive and responsive to individual needs, making appropriate adjustments where required. All children with special educational needs and/or disabilities are supported

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Leadership and governance Expected standard

through strong parent partnerships and team work. Training has also ensured staff are well equipped for all needs that may arise.

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Leadership and governance Expected standard

Leaders demonstrate a clear understanding of their safeguarding responsibilities. They attend regular meetings and networking events to keep their knowledge and practice up to date. The holiday provision works closely with parents and carers to promote positive partnerships. Many families return each year and speak highly of the care their children receive. Children arrive happy and eager to attend each day. Parents report that their children are safe and well cared for. Parents value the consistency provided by returning staff and familiar, trusted adults.

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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 who attend this holiday provision are excited to be here. They are greeted by welcoming, organised and friendly staff. Staff check how children are feeling before they go to their allocated room to begin their day. Children access a range of activities based around themes for the holiday sessions. There is a rich programme of experiences, including science, technology, engineering and mathematics (STEM), cookery and art projects. Children enjoy their time here and feel valued and included. Their views are taken into consideration for planning the day ahead. All children have a positive experience.

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

Children thrive as they have develop secure relationships with the staff. Those with special educational needs and/disabilities have tailored support in place from the outset. They develop the skills and knowledge they need to succeed. Activities are adapted and accessible for all with safe spaces provided, when some children need quieter time. Children know who to reach out to for support, and their emotional wellbeing is catered for well.

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

Children of all ages play alongside each other in a secure environment, where respect is modelled and valued. Older children hold mature conversations, such as about plastic decomposing and the effect this has on the environment. They enjoy exploring scientific concepts and experimenting with growing gems in jars. They learn life skills to support them in their academic and social lives. Children are kind, caring and follow the expectations set by staff. Children enjoy helping staff and developing responsibility and confidence. Staff are positive role models for children, demonstrating clear expectations and working as a team. Children and their families, who are new to the holiday club, are supported well and are made to feel at ease by the nurturing team.

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Next steps

Leaders should focus on identifying areas to improve, to raise the quality of the provision even further. Leaders should enhance professional development programmes to raise the quality of staff's interactions with children even further.

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About this inspection

The inspector spoke with leaders, staff, parents and carers and children during the inspection.

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Address:

Staines Preparatory School 3 Gresham Road Staines Upon Thames Surrey TW18 2BT

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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 - 18:30

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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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Age range of children at the time of inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act2006 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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