Boom Sports - OLOV

Boom Sports - OLOV

Unique reference number (URN): 2750722 Address: Our Lady of the Visitation Catholic Primary School, Greenford Road, Greenford, UB6 9AN 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 set out expectations clearly as children arrive and reinforce these through reminders and modelling during activities. Children understand what is expected of them and respond positively to guidance about safe and respectful behaviour. This supports children to participate confidently in both indoor and outdoor activities. Attendance is regular and children arrive promptly from the school day, settling quickly into the routine of the club.

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Behaviour, attitudes and establishing routines Expected standard

Transitions between snack, structured activities and outdoor play are generally organised and purposeful. Children move between areas smoothly and follow agreed procedures with minimal prompting. At times, some routines, such as snack, are less consistently organised, meaning children occasionally require additional guidance to understand expectations. Staff use calm and consistent language when reinforcing expectations and address minor disagreements promptly and proportionately.

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Behaviour, attitudes and establishing routines Expected standard

During group games, children demonstrate positive attitudes towards participation. They follow rules, wait for their turn and show awareness of fairness during competitive play. Where differences arise, staff guide children to resolve issues appropriately, supporting them to manage emotions and sustain cooperative interaction.

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Behaviour, attitudes and establishing routines Expected standard

The mixed-age structure supports respectful engagement across year groups. Children typically interact considerately and remain focused on shared activity. As a result, children demonstrate a secure understanding of expectations and sustain generally positive behaviour throughout their time at the club.

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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. Staff remain alert during indoor and outdoor activities and ensure that children understand how to participate safely. Minor incidents are addressed promptly and proportionately, helping children feel secure.

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Children's welfare and wellbeing Expected standard

Snack arrangements form part of an established routine that supports children's health and social development. Staff reinforce hygiene expectations before eating and promote positive habits during mealtimes. Children follow these routines confidently and demonstrate understanding of appropriate conduct at the table. Staff make adaptations, where needed, to support children with additional needs or learning barriers to access routines successfully.

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Children's welfare and wellbeing Expected standard

Staff support children to manage feelings that arise during play. Through calm guidance and timely reassurance, most children are helped to regain focus and continue participating positively. This contributes to children's emotional security across the afternoon.

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Children's welfare and wellbeing Expected standard

The club offers frequent opportunities for sustained physical movement, which contribute to children's stamina and overall wellbeing. Children show enjoyment and motivation when taking part. The organisation of sessions centres largely on active, group play. There are fewer opportunities for quieter or reflective experiences to support children who may feel tired after the school day. As a result, some children would benefit from additional opportunities to relax and regain emotional balance.

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Inclusion Expected standard

Inclusive practice is typically embedded within daily routines and activity planning. Leaders organise the provision so that children of different ages, abilities and stages participate together without exclusion. Staff demonstrate an awareness that some children require support beyond that typically provided for their age. Individual needs are identified well.

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Inclusion Expected standard

Children with special educational needs and/or disabilities generally have their needs met through agreed strategies and consistent, appropriate adult support. Staff implement adaptations carefully during activities to reduce potential barriers. This includes adjusting the level of challenge, simplifying instructions and providing reassurance where required. These approaches enable children to participate alongside their peers and sustain engagement. Adaptations are reviewed over time to reflect children's changing needs. Staff training supports this practice. Leaders ensure staff understand how to implement strategies consistently, and this has a positive impact on children's engagement and participation. Leaders also work in partnership with the host school and, where appropriate, other professionals to support children with additional needs.

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Inclusion Expected standard

Children who speak English as an additional language are supported through modelling, visual demonstration and clear, concise communication. Staff check understanding through observation and practical engagement, ensuring children are not disadvantaged by reliance on verbal instruction alone.

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Inclusion Expected standard

Quieter children are recognised and supported sensitively. Staff monitor participation and provide opportunities for children to contribute at a pace suited to their confidence. Through these approaches, staff take deliberate steps to remove barriers to participation so that children with differing needs access the provision successfully.

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Leadership and governance Expected standard

Leaders provide clear oversight of the provision and ensure it is organised and well managed. They understand the needs of the children who attend and ensure agreed policies and procedures are applied consistently. This supports a stable and dependable club, where expectations are upheld in daily practice.

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Leadership and governance Expected standard

Leaders take a reflective approach to improvement. They review how routines and activities operate and continue to develop the organisation of the afternoon sessions to support children's engagement and wellbeing. Leaders recognise that some routines, such as snack time, are not yet consistently embedded and are taking steps to strengthen these.

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Leadership and governance Expected standard

Staff receive appropriate training and regular communication. Leaders reinforce expectations relating to supervision, inclusion and behaviour management. This enables staff to apply agreed strategies consistently, including when supporting children with special educational needs and/or disabilities. Leaders are mindful of staff workload and ensure expectations are manageable within the structure of the session. Leaders work in partnership with the host school and maintain open, regular communication with parents and carers. Parents report that the provision is reliable and that staff know their children well. Parents comment positively on the impact the club has on their children's confidence, behaviour and enjoyment of structured activities. Leaders consider parental feedback and use this to inform ongoing development.

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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 and settle quickly into a well-organised session, where routines are familiar and expectations are clear. They move confidently between snack, activities and group games, demonstrating a secure understanding of how the club operates. Children speak positively about attending and describe the activities they look forward to, indicating that they value the experiences offered beyond the school day. During activities, children engage with sustained interest and concentration. They make independent choices about materials and design, and take evident pride in their finished work. For example, children designing 'Monster Bob' explain their creative decisions confidently and choose whether to keep their creations or present them to others. Staff provide structured opportunities for children to share their work with the group. Children listen attentively and respond respectfully, which supports the development of confidence,

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

In outdoor games, children participate readily and demonstrate a secure understanding of rules and boundaries. They apply these consistently and adjust their play in response to others. Mixed-age interaction is natural and purposeful, enabling younger and older children to engage alongside one another without hesitation. Children who are initially more reserved observe first and join when ready, reflecting that they feel secure within the environment. Children with learning barriers are supported to participate alongside their peers and access activities successfully.

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

Snack time provides a structured pause within the session. Children sit together, talk and recharge before returning to activity. They manage routines independently and show awareness of expectations. Throughout the session, children appear comfortable in their surroundings and demonstrate trust in staff. They approach adults readily for support and respond positively to guidance. Overall, children experience a safe and inclusive club, where they attend regularly, feel secure, engage actively and develop increasing confidence in contributing to group activities.

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Next steps

Leaders should refine the balance of activities so that children have access to quieter or reflective experiences alongside energetic play to support emotional wellbeing and self- regulation.

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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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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

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Address:

Our Lady of the Visitation Catholic Primary School Greenford Road Greenford UB6 9AN

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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 : 15:30 - 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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4 to 10

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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