SPROUTS CHILDCARE LIMITED

SPROUTS CHILDCARE LIMITED

Unique reference number (URN): 2763411 Address: Botley Junior & Infant School, High Street, Botley, SOUTHAMPTON, SO30 2EA Type: Childcare on non-domestic premises Registered with Ofsted: 07/11/2023 Registers: EYR, CCR, VCR Registered person: Sprouts Childcare 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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Behaviour, attitudes and establishing routines Strong standard

Leaders have embedded a pleasant and respectful culture. Staff remind and reinforce the rules, both indoors and outdoors. For example, ask children to recall the rules at the beginning of the session. Children do this with ease, such as to be kind and say please and thank you. Children have great manners and show respect for each other and the staff. They manage their own feelings and behaviour and only rarely do staff need to support them with this. Children behave very well and have a positive attitude towards their experiences at the club.

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Behaviour, attitudes and establishing routines Strong standard

Children are kind to each other, especially the older children towards the younger children. They are positive role models. Children show care and respect for each other. For example, they help those who may be experiencing difficulties, such as using one-handed tools. Children focus on their chosen activity for a long time. For example, they eagerly create pictures with a range of resources. Staff praise the children for their behaviour and accomplishments. Children are proud of themselves.

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Behaviour, attitudes and establishing routines Strong standard

Children follow the routines with ease because they are fully established. Children confidently engage in the activities provided. They will ask a staff member if there is an activity they wish to do that is not readily available. Staff know the children well and support those who may have barriers in their learning, so they can access all opportunities. Children build warm, trusting relationships with each other and the staff.

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Behaviour, attitudes and establishing routines Strong standard

Children sign in with a member of staff, when they arrive at the provision. If a child is due to attend and does not arrive promptly, staff immediately speak to the teachers or contact the parents. Leaders encourage parents to be punctual so that children can enjoy the opportunities provided.

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Children's welfare and wellbeing Strong standard

Leaders prioritise children's welfare and wellbeing. They continuously review policies, procedures and risk assessments to ensure the best for all. Staff encourage children to discuss their day with them and ask them how they are feeling. When children have problems, staff will reassure them and help them resolve issues. Children are very independent but have the confidence to ask an adult if they need help. Staff understand the needs of the children and how they can support them. For example, they offer help when children need support during toilet times. Staff also know their families well, they are highly responsive to the varying needs and changes in circumstances. Children are happy, safe and secure in this setting.

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Children's welfare and wellbeing Strong standard

Children have daily access to the outdoors, where they enjoy the fresh air and exercise. Staff make sure these areas are safe before the children use them. Children manage their own risks, when moving in different ways outside. For example, children move round the garden playing team games, showing awareness of obstructions in their way. They encourage children to follow good healthy habits, such as healthy eating. Children have conversations about fruit and vegetables, showing they understand what foods are good for their bodies. Staff organise activities to ensure children can socialise together. Children relish these social situations and enjoy playing alongside each other.

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Inclusion Strong standard

Staff are aware of children who have barriers in their learning and development. They adapt their practice to meet children's individual needs, to ensure that they are always safe and can access the activities on offer. Leaders work with parents, the school and external agencies, when necessary, to ensure they can support the children fully. For example, staff work with specialist nurses when supporting children with health concerns. Leaders and staff also undergo specialist training. Staff at this out-of-school provision consistently meet children's needs.

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Inclusion Strong standard

Staff support children with special educational needs and/or disabilities (SEND). They know the children very well, and ensure the provision is inclusive for all. Leaders provide staff with training to ensure they have the expertise to support children with SEND. For example, they have access to online training to support children with autism and attention deficit hyperactivity disorder. Staff have worked with these children for a long time and know them extremely well. Children feel part of the group and enjoy the activities set up for them.

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Leadership and governance Strong standard

There is a very detailed and in-depth safer recruitment process, when leaders recruit new staff. All staff complete a full induction process. This includes safeguard training, reading the policies and spending time within the out-of-school provision. Leaders look after and support their staff incredibly well. They hold regular meeting but also have an 'open door' policy. Staff find the leaders extremely approachable and appreciate how they cater for their wellbeing. Staff praise the leaders for the enjoyment they get out of working for them. Leaders work with the staff to ensure effective practice. They identify future training opportunities precisely, to help enhance their skills further. Staff are willing to adapt their practice, when necessary, to benefit the needs of children and the club.

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Leadership and governance Strong standard

Leaders work tirelessly to refine and continuously extend the already high-quality provision offered. For instance, they regularly ask parents for feedback. Leaders acknowledge recommendations to improve or make changes and reflect on their practice. Leaders have formed secure relationships with families. They pride themselves on being flexible to meet the needs of their families. Leaders will ask for information about the child prior to them starting. This is to ensure they can meet the children's needs and ensure their safety.

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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 eagerly join the out-of-school provision and immediately sign in with the staff through an online system. Children independently put their belongings away and access the stimulating activities on offer. Children follow the routines with ease. They know what to do and what is coming next. For instance, during snack time they wait to be called, choose their snack and sit down at the designated tables. Staff know the children well and have built a good rapport with them. For example, staff sit with them and ask them about their day.

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About this setting

Unique reference number (URN): 2763411 Children happily enter into discussions and hold two-way conversations. Children demonstrate that they feel happy and safe in this setting.

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About this setting

Staff provide a range of activities that capture the children's interests and keep them engaged. For example, children create Easter pictures using a range of materials and tools. Children relish opportunities to socialise and there is constant communication between them. If children are playing on their own, their peers will ask if they would like to join in their play. Staff are quick to reassure and praise children for their achievements. Children have a sense of belonging and develop positive self-esteem.

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About this setting

Children are confident to approach each other and initiate playing together. They access a range of games that encourage them to share and take turns. For example, some children play a game of 'Top Trumps.' They smile and laugh alongside their peers. Children show that they are kind and respectful towards each other.

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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 a transformational impact on the outcome and experiences of disadvantaged children, those with special educational needs and/or disabilities, 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 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.

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Address:

Botley Junior & Infant School, High Street Botley SOUTHAMPTON SO30 2EA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Sprouts Childcare Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 03:20 - 06:00

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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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