Boom Sports - Holy Family

Boom Sports - Holy Family

Unique reference number (URN): 2750719 Address: Holy Family Catholic Primary School, Vale Lane, London, W3 0DY 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

Leaders are clear about the expectations they have for children's behaviour. These expectations are generally demonstrated well across the club. Children form appropriate attachments to staff. Staff help children to feel emotionally ready by providing calm and familiar experiences. Although there is a structure to the club, routines are flexible and are adapted to meet the needs of children attending. For example, younger children are offered more toilet breaks and more time to rest. This helps to ensure children do not get too tired and are able to enjoy what they experience.

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Behaviour, attitudes and establishing routines Expected standard

Children typically show positive manners and respond well to adult instructions. For example, staff clap a rhythm to gain children's attention. Children stop what they are doing, clap back the rhythm and focus their attention on staff. There are slight inconsistencies in the way staff instruct children to behave during transitions and key routines. However, overall, this does not detract from the fact that children behave well. Leaders have appropriate systems in place to monitor children's attendance to ensure they do not miss out on valuable experiences.

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Children's welfare and wellbeing Expected standard

Staff create a safe and welcoming environment. They greet children as they arrive, promoting their emotional wellbeing. Staff typically promote calm transitions between activities and provide a balance of energetic play and quieter experiences. This helps children to regulate their emotions after a busy school day. Notably, staff provide children with mindfulness activities, such as colouring, and talk to children about their interests. They use social guessing games to encourage peer interactions. Children take turns to be a 'junior coach'. Staff give them roles and responsibilities that help to improve their self- esteem and develop their interpersonal skills. They plan activities that are inspired by what children are interested in. This helps children to stay engaged and supports their sense of belonging.

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Children's welfare and wellbeing Expected standard

Snack time is a social occasion for children. Children carry out self-care routines and show an understanding of the importance of washing their hands to remove germs before eating. Staff serve the well-prepared food, to maintain strict oversight of managing children's allergies and dietary requirements. Children have the freedom to choose which nutritious snacks that they would like to eat. Consequently, children enjoy snack time and learn how to stay healthy. Staff invest time to supervise children while they are eating. Although, they do not consistently reinforce the rules for snack time, to further improve the impact on children. Children have opportunities to develop their independence skills. For example, after they have finished eating, they clear the table and return their plate to the designated station.

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Inclusion Expected standard

Leaders are committed to providing an inclusive play environment for all children. They work with families and other professionals to build a well-informed picture of each child's developing needs. Both staff and leaders typically possess the appropriate skills and knowledge required to support children, who may encounter barriers to learning and wellbeing. For example, staff adjust their communication and use tailored strategies to engage and interact with children. Consequently, children feel included and participate successfully in all activities available.

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Inclusion Expected standard

Leaders provide staff with important training to keep their knowledge of how to support children with special educational needs and/or disabilities (SEND) up to date. As a result, staff feel confident and equipped to care for children with SEND. Partnerships with the host school are effective. Staff communicate regularly with teachers at the school. They establish positive partnerships with them. Staff share a range of information that supports children to be successful while at the club.

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Leadership and governance Expected standard

Leaders set clear expectations and maintain a commitment to delivering consistent care for all children. They recognise that effective practice relies on a supported workforce. Leaders take structured steps to ensure staff are informed and able to contribute their views. They carry out regular supervision sessions with staff and provide staff with feedback. Leaders promote an inclusive approach, ensuring that staff and children receive the support required to participate fully in the out-of-school club.

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Leadership and governance Expected standard

Leaders demonstrate positive attitudes towards continual reflection and improvement to benefit staff, children and families. For example, leaders arrange professional development opportunities in the form of meetings and training to ensure staff keep up to date. Leaders possess a broad overview of the setting's strengths and areas for development. However, leaders have not consistently focused their attention on developing a robust cycle of monitoring of day-to-day practices to ensure the club's procedures are embedded consistently.

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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

This out-of-school provision provides a welcoming and safe space for children to relax, play and socialise after school. Staff greet children warmly as they arrive, demonstrating that they know each child well. They support younger children sensitively from the start of the session, while older children quickly settle in with their friends.

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

Children enjoy participating in a range of indoor and outdoor games that captivate their attention, support their physical development and enhance their emotional wellbeing. Children smile and cheer, as they cooperatively work together to throw and catch the ball in the vast outdoor space. Children develop friendships and make gains in their social development, such as by joining in with role play and guessing games. They demonstrate a sense of safety and security. Children form positive and respectful relationships with adults and peers. During both structured and informal activities, children engage with one another in an enthusiastic and considerate manner. They follow routines and persevere when trying to resolve new activities. These experiences help children feel valued and included.

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

Children who face barriers to their learning and wellbeing receive thoughtful and skilful support. Staff work closely with professionals, the school and families to share information to ensure strategies used to support children are having the right impact. Leaders at this club are knowledgeable about how they would support children with special educational needs and/or disabilities. They understand that children benefit from adults who know them well and who can adjust routines appropriately.

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Address:

Holy Family Catholic Primary School Vale Lane London W3 0DY

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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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Next steps

Leaders should develop a robust cycle of monitoring of day-to-day practices to ensure the club's procedures are embedded consistently. Leaders should strengthen professional development opportunities for staff to support continued improvements in practice.

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About this inspection

The inspector spoke with leaders, staff, children, parents and the headteacher of the host school 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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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. 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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