Boom Sports - St John's

Boom Sports - St John's

Unique reference number (URN): 2777247 Address: St. Johns Primary School, Green Man Gardens, London, W13 0SE Type: Childcare on non-domestic premises Registered with Ofsted: 23/01/2024 Registers: EYR, CCR, VCR Registered person: Boom Sports Childcare 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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Inclusion Strong standard

Staff ensure that all children are included and are very mindful of, and knowledgeable about, their individual needs and starting points. They identify children's needs and adapt activities, communication and routines so that all children can take part. Children's needs are assessed through regular observation, discussions with parents and information shared by the host school. Staff monitor children's engagement and review support strategies as needs change over time, adapting their approaches accordingly. For example, during structured activities such as dodgeball, staff provide clear guidance, reassurance and timely reminders. As a result, children remain engaged and manage their emotions effectively. In quieter and creative activities, staff use encouragement and adapt their support to help children, who are initially reluctant to take part, to join in. Staff draw on training and professional development, including strategies to support communication and behaviour,

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Inclusion Strong standard

which strengthens their ability to meet children's individual needs effectively.

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Inclusion Strong standard

Children with special educational needs and/or disabilities and children who speak English as an additional language access the same experiences as others through their peers. Through clear routines, visual support and well-considered adjustments they are supported to engage confidently. Leaders work in partnership with the host school to understand children's needs and ensure a consistent approach across settings attended.

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Inclusion Strong standard

Staff provide calm reassurance, clear explanations and consistent expectations, enabling children to stay engaged in activities and manage transitions successfully. Staff support is proportionate and enables children to take part alongside others, rather than being separated. This consistent approach helps children feel secure, know what to expect and take part confidently. As a result, children with special educational needs and/or disabilities, children who speak English as an additional language and those requiring additional support build confidence, feel that they belong and engage positively in all activities.

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Behaviour, attitudes and establishing routines Expected standard

Children typically behave well and show positive attitudes throughout the session. They engage in a range of activities and show enjoyment in both structured and free-choice experiences. Children make choices about what they would like to do and take part willingly, which generally supports their engagement. For example, children independently select resources and remain involved in games and creative activities.

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Behaviour, attitudes and establishing routines Expected standard

Staff model expected behaviours and provide clear, age-appropriate guidance. Children understand routines and respond well to staff's expectations. They follow established routines, such as moving into activities and preparing for snack, which supports a calm and organised session. For example, children respond promptly to tidy-up signals and join group activities appropriately. Children cooperate with each other and take turns during activities. Staff are actively involved and reinforce expectations, particularly during group games, which promotes positive behaviour. Where minor disagreements arise, staff respond calmly and consistently, helping children to resolve issues and continue their play. Children begin to take responsibility for their behaviour, for example, by following routines independently and helping to tidy resources.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children demonstrate positive attitudes, and routines support their behaviour and engagement.

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Children's welfare and wellbeing Expected standard

Children feel safe, cared for and secure at the club. Positive relationships with staff help them to settle quickly and children know that adults will listen and respond to their needs. Staff understand children's individual needs and respond appropriately, supporting children's confidence.

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Children's welfare and wellbeing Expected standard

Children are comfortable approaching staff and seeking reassurance, which helps them to feel secure. Care practices and routines are adapted for children with special educational needs and/or disabilities and those with additional needs, ensuring that they receive appropriate support and can access all aspects of the provision.

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Children's welfare and wellbeing Expected standard

Daily routines support children's care. Children follow established hygiene practices, such as handwashing before snack, and staff maintain appropriate supervision across the session. Staff are attentive and responsive, which helps maintain a safe and supportive environment. Staff support children to understand how to keep themselves safe, for example, through reminders about safe movement during play and appropriate use of equipment. Opportunities for physical play support children's developing coordination and overall physical development.

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Children's welfare and wellbeing Expected standard

Staff generally support children to manage transitions across the session, including moving between activities. This helps children to remain settled and understand what will happen next. However, the organisation of snack time leads to some waiting and, as a result, some children are less engaged during this part of the routine.

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Children's welfare and wellbeing Expected standard

Children enjoy attending and feel safe and supported.

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Leadership and governance Expected standard

Leaders have a clear understanding of the provision and promote a positive and inclusive environment. They ensure that staff work consistently well to meet children's needs and support well-organised sessions.

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Leadership and governance Expected standard

Leaders are reflective, understand the strengths of the provision and generally identify areas for development appropriately. They take appropriate action to improve practice. Leaders recognise that the organisation of snack time is an area for development and are taking steps to review and improve this to enhance children's engagement. Leaders maintain positive partnerships with parents and carers. Communication is clear and regular, enabling information to be shared about children's needs and supporting a consistent approach. Parents report that their children enjoy attending and describe staff as friendly, approachable and supportive. They feel that their children are safe, happy and well cared for.

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Leadership and governance Expected standard

Leaders work closely with staff and provide clear expectations for practice. Staff work well as a team and apply these expectations consistently in their roles, which helps children feel secure and know what to expect. Leaders ensure that decisions are made in the best interests of children, including those with special educational needs and/or disabilities and those who may face additional barriers, by adapting provision and support to meet their needs.

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Leadership and governance Expected standard

Leaders monitor the provision and make adjustments where needed, which supports consistency across the provision. They also support staff through professional development opportunities, which strengthen practice and have a positive impact on children's experiences. Leaders understand the strengths of the provision and where further improvements can be made, which helps sessions to run smoothly.

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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 arrive happily and settle quickly into a welcoming and well-organised environment. They are greeted by familiar staff and move confidently into activities, showing they feel secure and know what to expect. Routines are clear and help children move between activities smoothly.

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

Children enjoy a wide range of activities, particularly physical play. They take part in team games, creative activities and quieter experiences, making choices about what they want to do. Children are engaged and motivated and interact positively with each other.

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

Staff know children well and provide consistent support. Children who need reassurance are supported calmly, helping them to take part and enjoy activities. For example, children who are initially unsure or less confident are encouraged and supported to join in, which helps them build confidence over time. Children with special educational needs and/or disabilities, and those requiring additional support, are supported sensitively, helping them to remain engaged and feel included in activities.

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

Children typically behave well and understand expectations. Staff provide clear guidance and model positive interactions, which helps children cooperate and play together. Children are confident to approach staff, ask for help and share their ideas.

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

Families are welcomed and included in the provision. Staff share information with parents about children's experiences, which helps to support continuity between home and the setting.

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Address:

St. Johns Primary School Green Man Gardens London W13 0SE

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Boom Sports Childcare Ltd

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Operating hours:

Overall, children feel safe, included and supported. They benefit from regular attendance and from a positive environment, where they can take part, build confidence and feel that they belong. Staff support children's confidence, wellbeing and enjoyment effectively.

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Next steps

Leaders should refine the organisation of routines, such as snack time, to minimise waiting and maintain children's engagement throughout sessions.

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About this inspection

The inspector spoke with leaders, staff, children, 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. Local authority: Ealing

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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. 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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