Fruity Club: L'Ecole des Petits

Fruity Club: L'Ecole des Petits

Unique reference number (URN): 2766727 Address: L'Ecole Des Petits, 2 Hazlebury Road, London, SW6 2NB Type: Childcare on non-domestic premises Registered with Ofsted: 01/12/2023 Registers: EYR, CCR Registered person: Fruity Club 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 congratulate children on their manners during mealtimes and model the language of 'please' and 'thank you'. Children show they have positive relationships with staff. They enjoy sharing their favourite parts of the school day with them. Children take time to listen to each other and ask questions as staff share stories. Children enjoy the high praise and encouragement they receive from staff. They excitedly show how proud they are of their Easter bunny creations. Staff work closely with younger children, supporting and adjusting activities to ensure they are always age-appropriate. In small-group situations, children follow instructions given to them and children with special educational needs and/or disabilities are well supported. However, there are times during larger group times when staff do not consistently remind children of their expectations for their behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Further support for staff in developing more effective strategies to ensure children fully understand and follow their instructions is needed so children fully understand times when it is important for them to listen and respond. Consistently reminding children of their clear expectations for transitioning in and out of the building will support children to navigate the space better, and always fully understand what is happening now and next. Leaders ensure that they follow up on children's attendance with parents and carers and school staff. They explain the importance of punctuality, so children get the most from the club.

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Children's welfare and wellbeing Expected standard

Leaders ensure there is a clear structure to the sessions. Children enjoy choosing from a range of healthy fruits and vegetables on offer and independently peeling them, and self- selecting sandwiches. Leaders ensure that staff sit with children and are fully aware of their allergies and tolerances, as well as children's preferences for different tastes and textures. Children enjoy the balance of inside activities and the abundance of outdoor activities to support their physical development. Children enjoy playing games with their friends, some of which include hopscotch and 'stuck in the mud'. Staff support children well and offer encouragement to keep on trying as they construct different vehicles and arrange blocks to practise their balancing.

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Children's welfare and wellbeing Expected standard

Children show they are confident to talk to staff about their feelings, in particular when they are tired or upset. Children with special educational needs and/or disabilities (SEND) have emotions cards to support them further in fully expressing their feelings. Staff use visual timetables to support children with SEND to know what is happening now and next. Although there are clear routines in place, staff have not yet fully embedded their care practices around mealtimes. As a result, children do not consistently know what is expected of them in tidying away after they have finished eating. Children are therefore not fully supported to develop their independence during this time.

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Inclusion Expected standard

Staff know children well and make appropriate and swift adaptations to their offer to ensure all children feel included and thrive at the club. They review strategies regularly with parents and carers and professionals to support children with special educational needs and/or disabilities. They continually monitor children's individual development so they can fully access all the club has to offer.

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Inclusion Expected standard

Children receive effective support to learn and practise new vocabulary in both English and French by the bilingual staff team. Staff take time to fully understand children's individual needs and support them with their learning that has taken place at school. Staff are offered training and act on advice from external professionals to ensure their input is effective for the varying needs of individual children. Children are encouraged to be involved in the activities on offer and staff actively encourage children to take part and have a go. Staff show an awareness that, on occasion, some may children struggle with the noise level and the space on offer. They strive to ensure they continue to develop strategies to support them in reducing this barrier to their participation.

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Leadership and governance Expected standard

Staff are happy and feel well supported by the leadership team. Leaders show they are very much present and on hand to offer staff support on a regular basis. Staff have timely appraisals and are offered guidance on how to further improve upon their practice. Leaders place great emphasis on training and show passion for offering staff opportunities to gain early years recognised qualifications.

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Leadership and governance Expected standard

Leaders ensure they know all children well and work with a range of professionals to ensure support is offered when children face barriers to their learning. The effective parent partnership and daily communication ensures children feel safe and nurtured in this warm environment. Parents and carers report about how their children love coming to the club and enjoy all the activities on offer.

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Leadership and governance Expected standard

Leaders are aware of their strengths and areas of improvement for the club. They strive to further develop their key-person system when communicating with parents. Leaders are aware of the ongoing support needed for staff to always ensure consistency in practice and to ensure children are always fully aware of staff expectations.

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

The club works closely with the staff from the school where children attend. This ensures that there are smooth transitions for children to the club. Children with special educational needs and/or disabilities are supported well and clear strategies are put in place, as needed. This supports children to ensure they feel valued, belong and are safe at the club. Children engage in conversations with staff about their school day. Staff check in on how children are feeling, so they are able to fully support them to thrive and enjoy all that is on offer at the club. Children show they are happy as they excitedly engage in conversations, share stories and enjoy snacks with their friends and staff.

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

Children are reminded of the importance of sitting together during mealtimes, making this a social occasion. Children show they are able to find resolutions to disputes. Staff reinforce the importance of kindness and in using their 'gentle hands'. Children show respect for each other, taking turns to speak and offering their friends compliments and praise on their individual artwork creations.

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

Children enjoy the home-from-home and relaxed environment with opportunities to engage in focused group activities and activities of their choosing, both inside and outdoors. Staff build on and extend children's thinking by offering them encouragement and support as they engage in their chosen play. For example, as children enjoy flying aeroplanes, staff show them how to make different types of paper aeroplanes and children enjoy the opportunities to explore and investigate how far each one will travel.

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Address:

L'Ecole Des Petits 2 Hazlebury Road London SW6 2NB

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Address:

Type: Childcare on non-domestic premises

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Next steps

Leaders should develop effective strategies to ensure children fully understand and follow staff's instructions, in particular with their requests for times when they need to listen and respond. Leaders should ensure they fully develop effective strategies to support children as they transition between areas to ensure children always understand what is happening now and next. Leaders should fully embed their care practices during mealtimes, so children are fully aware of their expectations and are being fully supported with becoming independent.

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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. Operating hours: Monday,Tuesday,Thursday,Friday : 15:30 - 18:00,Wednesday : 12:00 - 15:00

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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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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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