Let's Leap @ South Hampstead High School

Let's Leap @ South Hampstead High School

Unique reference number (URN): 2742765 Address: South Hampstead High School, 1-3 Maresfield Gardens, LONDON, NW3 5SS Type: Childcare on non-domestic premises Registered with Ofsted: 07/07/2023 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

Staff establish clear expectations and consistent routines that enable children to understand how to behave safely and respectfully within the setting. Warm and positive relationships between staff and children help children to respond well to guidance and feel secure within the club. Children respond positively to expectations and manage transitions confidently. They show increasing independence as they move between activities. Staff provide calm guidance and clear reminders that help children to regulate their behaviour and maintain positive interactions with peers.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote the importance of punctuality and attendance so that children arrive in time to join group routines, hear safety information and settle well into the day. Children show positive attitudes towards activities and cooperate well with peers during structured and free-choice experiences. They follow instructions, take turns and manage transitions calmly. Staff reinforce expectations consistently, while taking account of children's age, stage of development and individual circumstances, when providing support. This helps children to understand shared responsibility for maintaining a safe and enjoyable environment.

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Behaviour, attitudes and establishing routines Strong standard

Children listen carefully to safety instructions and adapt their behaviour appropriately during energetic activities. This enables sessions to run smoothly and safely. Staff maintain high expectations while providing proportionate support, where needed, ensuring all children can engage successfully. As a result, children demonstrate respectful behaviour, excellent social skills and positive attitudes that contribute to a calm and purposeful atmosphere throughout the provision.

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Children's welfare and wellbeing Strong standard

Children benefit from a welcoming and inclusive environment, where staff know them well and support their emotional wellbeing effectively. Staff build warm and secure relationships with children, helping them to feel safe, valued and confident to seek support when needed. Children separate from their parents and carers with ease, settle quickly and move confidently into activities. This shows that they feel emotionally secure within the provision.

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Children's welfare and wellbeing Strong standard

Children enjoy the wide range of experiences available and make independent choices about how they spend their time. This helps children to feel a sense of ownership and enjoyment in their play. Staff provide reassurance, encouragement and consistent support. This helps all children, including those who may be quieter or less confident, to feel included and able to participate at their own pace. Quiet spaces are available for children who need time to regulate or rest, further supporting their wellbeing.

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Children's welfare and wellbeing Strong standard

Staff promote children's welfare through vigilant supervision, clear safety routines and thoughtful support during active play. Children understand how to keep themselves and others safe and show confidence in approaching staff for help. As a result, children are happy, feel cared for and benefit from an environment that supports their safety, confidence and overall wellbeing.

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Inclusion Strong standard

Staff ensure that children are included fully in the life of the club, regardless of their individual needs or starting points. They understand children's needs and adapt activities, communication and routines so that all children can participate alongside their peers. For example, staff use colour-coded pedals in go-karting, provide visual demonstration and calm reassurance in fencing. They make available quiet spaces and sensory support for children who need these. Children with special educational needs and/or disabilities (SEND) access the same experiences as others through clear routines and well-considered adjustments that help them to engage confidently and independently.

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Inclusion Strong standard

Staff provide calm reassurance, clear explanations and consistent expectations. This enables children to sustain engagement within group activities and manage transitions successfully. Staff support is proportionate and enables children to participate meaningfully without separating them from peers. Children develop confidence as they access activities at their own pace while remaining part of the wider group.

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Inclusion Strong standard

Staff adapt support and remove barriers through flexible approaches so that children participate positively alongside their peers. As a result, children with SEND and those requiring additional support develop secure relationships and engage in a range of experiences that promote their confidence, belonging and inclusion within the provision.

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Leadership and governance Strong standard

Leaders provide clear direction for the provision and maintain a high focus on creating positive experiences for children. They use feedback from children and parents and carers to inform planning and review the activity offer, ensuring that the provision remains responsive to children's interests and needs. Parents describe communication as open and approachable, and report confidence in the setting's ability to support their children effectively. Children also speak positively about attending and describe enjoying the wide range of activities available, reflecting the positive culture established by leaders and staff.

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Leadership and governance Strong standard

Leaders promote a collaborative approach, encouraging staff to contribute reflections from daily practice to shape improvements and maintain consistency across activities. They also consider staff wellbeing and workload in their decision-making, helping to support a stable team and consistent experiences for children. Staff understand expectations and apply these consistently, supporting a stable and well-organised environment, where children engage confidently.

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Leadership and governance Strong standard

Leaders ensure that staff complete relevant training, including safeguarding, first aid and additional support for children with special educational needs and/or disabilities. Ongoing professional development strengthens staff knowledge and contributes positively to the quality of interactions, safety practice and inclusive support for children. Leaders use ongoing review of participation and engagement to identify strengths and shape priorities for further development. As a result, leadership and governance support a provision that is responsive, child-centred and reflective. This ensures that children benefit from experiences that are enjoyable, inclusive and well organised.

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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 confidently and settle quickly into a very welcoming environment. Staff establish positive relationships and support children to make independent choices throughout the day. Clear routines and consistent expectations help children to feel safe and secure from the outset. Children understand and follow agreed rules. This enables them to move safely between activities and manage risk appropriately within energetic and active environments.

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Inspector:

Rita Dome Children access a broad and varied range of experiences that promote their enjoyment and participation. They engage enthusiastically in physical, creative and team-based activities, such as fencing, go-karting and arts and crafts. Children demonstrate high levels of cooperation, perseverance and growing confidence as they try new experiences. Staff encourage children to participate while respecting individual children's interests and preferences. This creates an environment where children feel comfortable to extend themselves and develop independence at their own pace.

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Inspector:

Children with special educational needs and/or disabilities receive thoughtful and responsive support that enables them to participate alongside their peers. Staff adapt activities and provide reassurance where needed. This removes barriers to children's participation and supports their emotional wellbeing and sense of belonging. These inclusive approaches help all children to feel valued and contribute positively to group experiences.

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Inspector:

Children talk positively about attending the club and describe enjoying the wide range of activities available. They develop friendships, cooperate with peers and demonstrate increasing independence as they make choices and manage routines. Staff's interactions support children to feel emotionally secure and very confident to seek help when needed. As a result, children benefit from a safe and inclusive 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 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 and carers 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:

South Hampstead High School 1-3 Maresfield Gardens LONDON NW3 5SS

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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