Sugarplumz Ltd K.T.G Bromley

Sugarplumz Ltd K.T.G Bromley

Unique reference number (URN): 2775277 Address: Haberdashers Askes Knights Academy, 72 Ballamore Road, BROMLEY, BR1 5LW Type: Childcare on non-domestic premises Registered with Ofsted: 12/01/2024 Registers: EYR, CCR, VCR Registered person: Sugarplumz 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 have high expectations for routines and behaviour in the setting. They create a lovely, welcoming, calm setting in which rules and expectations for behaviour are embedded. Children know and follow the rules. Leaders and staff encourage children to behave well. Generally, children listen to staff and follow instructions. Staff occasionally remind children of good behaviour and how to play nicely with equipment, and explain why this is important. Leaders and staff adjust support for children with special educational needs and/or disabilities, and for children who face barriers to learning and/or wellbeing, to help them understand and follow rules and routines.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff encourage children to play collaboratively through group games and activities. Children form secure relationships and attachments with staff and other children. Leaders model the behaviour they want to see in children. Staff praise children when they display positive behaviour, and when children achieve something they have been trying to do. This encourages children to persevere when things become difficult.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote attendance and punctuality through an app that parents can access. Parents can see the events leaders plan for children, and this motivates regular attendance.

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Children's welfare and wellbeing Expected standard

Leaders establish policies and practices that support children's welfare, mental health and wellbeing. They know children well and form secure and trusting relationships with them. Leaders and staff know how to calm children down when they become upset. They use a range of strategies to support children, including children with special educational needs and/ or disabilities (SEND), to regulate their emotions. This supports children to develop good emotional health. Children who face barriers to learning and/or wellbeing, do not yet self-regulate independently. Leaders are in the process of developing an emotions wall, but this is yet to be implemented. This will support children to manage behaviour and emotions independently and help staff to gauge how children are feeling that day.

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Children's welfare and wellbeing Expected standard

Leaders embed routines that support children to develop an understanding of their physical development, personal safety, health and wellbeing. Children follow a well-established routine, confidently preparing for snack time. They bring snacks from home, such as sandwiches in lunch boxes, and both children and parents understand that foods must be healthy and free from allergens. Staff supervise handwashing and support children with SEND using antibacterial wipes, ensuring hygiene is consistently maintained for all. Leaders and staff encourage children to develop healthy lifestyles through these routines. Outside, children develop their awareness of personal safety. They ride bikes and climb on apparatus safely in an enclosed space. Staff remind children to play nicely with toys they have brought outside.

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Inclusion Expected standard

Leaders have high expectations for all children, including those with special educational needs and/or disabilities (SEND) and those who face barriers to learning and/or wellbeing, who are supported to attend the setting. Leaders and staff know children well and are responsive to their needs. They assess and identify barriers to learning and wellbeing children may have, and monitor children over time, implementing strategies that support their needs. Leaders adopt an inclusive approach to meet children's needs. For example, staff know what children with SEND enjoy. They liaise with parents, who bring in children's favourite toys for staff to use. This helps children to feel calm and settle quickly. Leaders liaise with school staff to support children's needs. However, leaders do not always receive important information in a timely manner and are not included in arrangements with external professionals working with children with SEND to best support their needs. This leads to

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Inclusion Expected standard

gaps in children's development, and could lead to unsettled behaviour. Further SEND training for staff will support staff to personalise activities and strategies to meet children's needs so children flourish.

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Inclusion Expected standard

Although there are no children receiving funding, leaders signpost parents to where they can get more information via an app.

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Leadership and governance Expected standard

Leaders know and understand the setting's context, strengths and challenges. They are taking steps to address these, for example, by attracting more families through advertising to increase numbers on roll. Leaders provide children with a range of new and meaningful experiences, such as trips to the cinema. They support staff to use their own interests and take the lead in activities, creating an engaging environment. This has a positive impact on children's engagement and outcomes.

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Leadership and governance Expected standard

Leaders inspire staff to strive for high standards, and staff share a strong commitment to achieving the best outcomes for children. This motivates them to continue developing their practice. Leaders place a clear focus on staff wellbeing. They reduce unnecessary paperwork by using an app, enabling staff to spend more time with children. An open-door culture allows staff to seek support at any time, and access to an emotional wellbeing app further supports their mental health. Leaders also recognise and celebrate staff through gestures, such as acknowledging special occasions, offering small tokens of appreciation and organising shared meals. This helps staff to feel valued, supported and motivated in their roles.

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Leadership and governance Expected standard

Parent partnerships and communication are effective. Leaders want to offer drop-in sessions, where parents can liaise with external agencies for advice.

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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 enter this calm, welcoming club after a long day at school, where they feel free to be themselves. Children talk to staff about their day, what they have for lunch and things they enjoy. They form positive attachments with staff, who know them well. This supports staff in planning exciting activities that they know children will be interested in and enjoy. Children at this club are happy, calm, polite and kind to each other. They collaborate well, share and take turns in their play. Leaders support children with special educational needs and/ or disabilities and those who face barriers to learning and/or wellbeing to flourish

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Inspector:

Michelle Blake alongside their peers. Typically, children know and follow the rules and routines of the setting. However, at times, when children display behaviour that is not in line with leaders' expectations, staff remind children of the behaviour they want to see. This encourages children to listen and follow instructions and helps staff to keep children safe and healthy.

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Inspector:

Children follow a well-established routine, confidently lining up to wash their hands before enjoying a snack with their friends. Staff promote healthy lifestyles, and children actively engage in preparing nutritious foods, often prompting staff with questions, such as 'Are we making healthy pasta?' Children benefit from choice and independence, selecting from 2 well-equipped playground areas for outdoor play. They ride around on bikes in the large playground and/or push and chase large tyres, crawl through tunnels, climb on apparatus, run with their friends, and talk excitedly about their day in the smaller playground. Children enjoy being outdoors. They engage with staff, who support their play ideas and encourage children to follow the setting's rules and routines.

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Inspector:

Leaders promote the importance of attendance and punctuality to parents and support them in achieving this. Leaders share important information about events and funding that supports families via an app.

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Next steps

Leaders should support staff to implement new systems consistently with a clear focus on using strategies that help children to develop their understanding of emotions. Leaders should strengthen arrangements to gather more information from professionals involved with children with special educational needs and/or disabilities (SEND), to ensure children's individual needs are fully met. Leaders should support staff to broaden their knowledge and skills in supporting children with SEND through training.

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About this inspection

The inspector spoke with leaders, staff, children and parents 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:

Haberdashers Askes Knights Academy 72 Ballamore Road BROMLEY BR1 5LW

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Address:

Type: Childcare on non-domestic premises

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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