SPROUTS CHILDCARE LIMITED

SPROUTS CHILDCARE LIMITED

Unique reference number (URN): 2763405 Address: Titchfield Cp School, Southampton Road, Titchfield, Fareham, PO14 4AU 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

Expectations for children's behaviour are securely embedded and children play harmoniously with one another, and are highly respectful to their peers and to adults. They respond promptly to instructions, for example they tidy up together before snack time.

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Behaviour, attitudes and establishing routines Strong standard

Children build positive relationships with those around them. Those who are older invite younger children into their games to ensure they feel welcome and included. Together, children play card games collaboratively, building a secure understanding of how to share and take turns appropriately. Staff are excellent role models and promote a calm and friendly atmosphere. They are enthusiastic and playful as they join in with children's activities.

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Behaviour, attitudes and establishing routines Strong standard

Leaders ensure that the behaviour policy is followed precisely. They help staff to implement appropriate strategies if challenges ever arise. For example, when staff have previously identified that children struggle with regulating their behaviour, leaders provide meaningful training, to increase staff confidence and improve overall behaviour. Staff also use opportunities to liaise with parents and teachers to use similar strategies that support children's understanding of what is expected of them.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have a concise attendance procedure that ensures any unplanned absences are followed up immediately. Staff understand this well and share this policy with parents to ensure they are always notified of any reasons for non-attendance.

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Leadership and governance Strong standard

Leaders have a secure oversight of the setting. They have high expectations for the quality of care that is provided and monitor this rigorously. Leaders use regular surveys and engage in thoughtful conversations with parents to gather feedback to help them to identify any areas of improvement. They use this information purposefully and put plans in place to continually raise the quality of their provision.

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Leadership and governance Strong standard

Leaders have a robust recruitment and induction process in place to ensure all staff have the knowledge they need before working with children. Leaders also provide staff with access to a range of training to enhance their professional development. Staff engage in regular supervision sessions that are precisely designed by leaders. Staff have the opportunity to receive meaningful feedback and mentoring to allow them to carry out their job roles successfully. Leaders promptly recognise where staff practise can be strengthened, for example, to further support how they enrich interactions during routines.

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Leadership and governance Strong standard

Leaders have designed systems that work effectively to reduce any burdensome paperwork tasks. Staff speak positively about their responsibilities and employment with the provider. They feel valued through continued positive support for their wellbeing.

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Children's welfare and wellbeing Expected standard

Staff make it a priority to get to know every child individually. They know how to use different approaches to support children who may have special educational needs and/or disabilities at times of transition, such as when they are collected from their classrooms. This means that children attend gladly and quickly get involved in conversations about their day when they first arrive. Children understand the routine well and get involved in choosing activities or exploring with the different arts and crafts that have been set up for them.

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Children's welfare and wellbeing Expected standard

Staff provide daily outdoor access when possible, they encourage children to remember the different rules they must follow. This promotes children's growing understanding of personal safety. Children have sociable mealtimes and generally, health is promoted well. For example, nutritious food is offered. However, staff interactions do not consistently further children's understanding of healthy choices around food, rest, exercise and screen time, so that they begin to make healthy decisions for themselves.

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Children's welfare and wellbeing Expected standard

Leaders have robust policies in place that promote children's welfare and wellbeing. These are regularly updated, rigorously monitored and kept available for all staff and parents.

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Inclusion Expected standard

Leaders have a consistent approach to inclusion. They engage with parents when children first start at the setting to ensure they can fully understand and meet children's needs. Staff get to know each child individually to support them at times of transition. For example, they have thoughtful interactions with children's teachers to help them understand how they can best support their needs each day.

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Inclusion Expected standard

Staff provide a wide range of activities and recognise how these might need to be adjusted for different children's needs. For example, they offer support to children with the use of scissors and glue based on their age or stage of development. Staff adapt their provision as necessary, for example, for those who have temporary changes in their mobility.

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Inclusion Expected standard

Leaders use their detailed analysis of the out-of-school club's strengths and provide staff with training that aligns with the needs of the children that attend there. They have identified that staff who are new to their roles will engage in further training to increase their understanding of supporting children with special educational needs and/or disabilities to continue to strengthen their approach.

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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 smile with delight as they arrive at the out-of-school club. Staff greet them individually, asking questions about their day. Children are confident to start conversations and talk proudly about their weekend activities with their families. They feel safe and valued as they talk about their interests and preferences.

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

Leaders ensure that high expectations for children's behaviour are maintained at the setting. Children understand these expectations well and are remarkably well behaved. They share

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Address:

Titchfield Cp School Southampton Road, Titchfield Fareham PO14 4AU

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Address:

Type: Childcare on non-domestic premises effortlessly and invite others into their games. Leaders monitor the quality of care rigorously and provide ongoing support for staff to continually ensure it meets their high standards.

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Address:

Staff know children and their families well. They have a good understanding of all children's individual needs and circumstances. Leaders have an awareness of how factors might affect attendance and ensure parents keep in touch about any planned absences. Children and staff have friendly relationships. They laugh, joke and sing together as they play.

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Address:

Children enjoy a variety of activities. Staff set up a range of materials for children to explore with. Children learn to use tools, such as scissors and glue sticks. In the outdoor areas, children draw imaginatively with chalk, run with their friends or engage in exciting ball games with staff. Children are busy and happy in their play.

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Next steps

Leaders should support staff to further enrich interactions during the routine to provide enhanced opportunities for children to make healthy decisions for themselves.

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About this inspection

The inspector spoke to 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. Registration date: 07/11/2023

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About this inspection

Registered person: Sprouts Childcare Limited

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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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