Club Excel Leisure at The Broxbourne School

Club Excel Leisure at The Broxbourne School

Unique reference number (URN): 2746278 Address: The Broxbourne School, Badgers Walk, Broxbourne, EN10 7FU Type: Childcare on non-domestic premises Registered with Ofsted: 14/08/2023 Registers: EYR, CCR, VCR Registered person: Club Excel Leisure 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 demonstrate a strong commitment to inclusion. Leaders are extremely proactive in identifying and removing barriers to participation. This ensures that children with special educational needs and/or disabilities (SEND) are supported to equally access all that the club offers. Communication with parents, staff at the schools children attend and any external professionals is highly effective. Information is shared with the whole staff team to provide a consistent and collaborative approach, when children need reassurance, extra time or alternative methods of support. For instance, they successfully replicate methods that children are comfortable and familiar with in school, such as visual aids and dedicated calm spaces, where skilful staff help them to regulate their emotions. Leaders successfully use staff's strengths very well to provide one-to-one support where needed. This enables children to express their needs and emotions in their preferred way and fully participate in

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Inclusion Strong standard

Leaders have also completed specific training courses in SEND, which helps them to prioritise the inclusion of all children. As a result, children feel welcomed, respected and can participate fully in all aspects of the club. They benefit from experiences tailored to their needs and from staff who support their social confidence, wellbeing and welfare.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have high expectations for children's behaviour. They bring children together to explain the club rules clearly and enthusiastically, instantly securing their attention. In smaller groups, staff revisit the rules to support children to understand both the expectations and the reasons behind them. Staff manage minor disagreements between children calmly and appropriately, although, they do not consistently use these opportunities to reinforce behavioural expectations and explain the reasons behind them. Staff supervise children's safety effectively during snack time. This is when the tuck shop is open and provides valuable real-life learning experiences, including opportunities to develop early mathematical skills and independence. However, staff do not consistently provide sufficient guidance for children who are unfamiliar with this daily routine. As a result, some children repeatedly leave their seats. They become confused about routines and boundaries as some staff do

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Behaviour, attitudes and establishing routines Expected standard

not fully support them to understand what is expected.

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Behaviour, attitudes and establishing routines Expected standard

Staff monitor children's engagement in their chosen activities and, after discussion, support them to move to alternative activities if they wish. This promotes positive attitudes and encourages full participation in the array of activities available. Staff consistently praise children's achievements and 'cool' attitude. During an arts and crafts activity, children confidently share their vehicle designs with friends. They show kindness as they help one another to cut around their vehicles. Leaders place appropriate emphasis on the importance of attendance and punctuality.

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Children's welfare and wellbeing Expected standard

Children's emotional wellbeing is a high priority. Children typically show high levels of care, respect and kindness towards one another. Key persons make the best use of the information they obtain from parents to understand how to help children feel secure and quickly build trusting relationships. Staff respond sensitively to children, who find the sound of the fire alarm testing unsettling. They offer reassurance and calm support that reduce any feelings of anxiety. Children express that they love attending the club and the staff are very kind and friendly. Children evidently enjoy attending and flourish at the club.

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Children's welfare and wellbeing Expected standard

Overall, children are supported to be active and adopt a healthy lifestyle. Most staff explain to children the importance of eating their savoury food in their lunch box first so that it makes them strong and provides them with energy. However, these meaningful interactions with children at mealtimes are not consistent. This means that opportunities to promote children's understanding of healthy eating are missed. Children are physically active as they have fun playing team games that develop their control, coordination and spatial awareness. Staff ensure that children follow a robust hygiene routine and develop responsibility to manage self-care, including the importance of remaining hydrated.

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Leadership and governance Expected standard

Leaders are ambitious and have a clear oversight of day-to-day practice. They ensure that key policies and procedures are implemented consistently, providing a secure environment for children. Leaders and staff reflect on the successes and any areas for improvement at the end of each day to inform future planning and practice. This helps to improve experiences for children. Leaders routinely monitor staff practice and offer constructive support to strengthen and develop the quality of practice. All staff complete mandatory training. However, leaders are yet to implement a robust programme of professional development to precisely support all staff to consistently strengthen their practice over time and ensure consistency.

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Leadership and governance Expected standard

Staff wellbeing is a high priority for leaders. Staff report that they feel very happy in their role and are valued members of the staff team. Leaders and staff have established secure partnerships with parents. They keep parents fully informed about their child's experiences at the club. Parents comment positively on the opportunities for their children to form new friendships and report that their children speak enthusiastically about the caring staff and exciting activities.

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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 receive a warm welcome from enthusiastic staff as they arrive at this exciting and fun-filled holiday camp. They are provided with reassurance and a sense of belonging as staff guide them to join their peers. This promotes a positive start to children's day,where they are ready to immerse themselves in their chosen activities. They enjoy an inclusive and carefully planned programme of activities that supports their different abilities and embraces their unique interests. Leaders and staff plan daily 'wow' activities based on children's enjoyment and feedback. These positively contribute to good attendance. Children jump up

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About this setting

and down with excitement as they patiently wait for their turn on the large inflatable course. They smile and laugh with their peers as they climb, bounce and slide through the course. Children show that they feel safe and secure. They quickly flourish in confidence as they experiment with different ways of exiting the course because they know staff are there to support them. Older children are positive role models. They recognise that younger children require time to make independent choices about the activities they wish to access. Older children thoughtfully invite them to participate in their team games. This builds a culture of kindness, empathy and respect.

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About this setting

Children develop a wide range of social skills as they make new friends. For instance, in a performing arts class children eagerly share their thoughts and ideas about different dance moves with their friends to the song. Staff value children's creativity, positive attitudes and autonomy. Children positively respond to staff's praise for their ideas. This builds on children's self-esteem and inspires other children and staff to copy new dance movements. Any barriers to children's wellbeing and participation are immediately identified and addressed because skilful staff swiftly identify cues in children's body language. This provides children with a secure sense of belonging that enables them to instantly resume engagement with their friends.

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Next steps

Leaders should build on staff practice to support children to develop a secure understanding of the club's behavioural expectations and routines. Leaders should consider ways to target professional development more precisely to staff's needs, so training strengthens practice and improves consistency.

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About this inspection

The inspector spoke with leaders, staff 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 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. Unique reference number (URN): 2746278

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Address:

The Broxbourne School Badgers Walk Broxbourne EN10 7FU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Club Excel Leisure Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:30

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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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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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