Superstar Sports Titchfield

Superstar Sports Titchfield

Unique reference number (URN): 2733642 Address: Titchfield Cp School, Southampton Road, Titchfield, Fareham, PO14 4AU Type: Childcare on non-domestic premises Registered with Ofsted: 05/06/2023 Registers: EYR, CCR, VCR Registered person: Superstar Schools 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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Children's welfare and wellbeing Strong standard

Leaders and staff are extremely mindful of how the day is structured to ensure children have plenty of rest between energetic sport activities. Children develop excellent healthy and hygienic habits. For instance, they stay well hydrated and wash their hands after coming in from outside and before eating. They keep their energy levels up for daily adventures with either a hot nutritious meal or a packed lunch. Children's safety is supported well. For example, staff ensure they have sun cream on for the hot weather, that they keep hydrated and eat nutritious food, and complete regular headcounts to ensure children are accounted for. Children are encouraged to develop skills to keep themselves and others safe, such as closing gates behind them and walking safety indoors.

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Children's welfare and wellbeing Strong standard

Leaders and staff have designed their daily programme to ensure that children's social needs are met exceptionally well with a focus on physical activities. This enables children to develop a love for exercise and moving their bodies. For example, children play collaborative ball games, where they work highly effectively in teams. They run, jump and throw, all while communicating with other team players.

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Children's welfare and wellbeing Strong standard

Children are supported to manage their emotions consistently well. For instance, familiar staff sit with older children and help them to regulate, when they find competitive games tricky. The bonds between staff and children are evident, helping children overcome their emotions and quickly get back into their chosen games. The youngest children have a key person that ensures they are supported during the day. Children show they are comfortable with their key person and will seek them out to show them their achievements or request some help. Children talk positively about those that care for them, demonstrating they feel safe and secure with those familiar adults.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff provide an inclusive environment that supports children to have fun and thrive. Children show their enjoyment as they take part in many well structured and organised group activities that are on offer. For example, younger children are excited to share their superhero masks they create and later wear these during other activities.

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Behaviour, attitudes and establishing routines Expected standard

Staff role model positive behaviours and treat children with kindness and respect. Children equally do the same with their peers. For example, older children compliment one another on how well they carry out their dance routines. Leaders and staff could enhance their expectations further in regard to children taking care of their environment so that all children develop habits that will have a positive contribution to the wider world. For instance, staff do not consistently encourage children to tidy away when games end. This results in their environment at times being untidy and uninviting. Children behave well and are offered praise by staff. When children become upset or frustrated, staff are on hand to work through their emotions with them. This helps children to feel better and get back to their chosen play. Children follow the rules and the boundaries of the holiday club well. For instance, they wait until all their peers receive their meals before

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Behaviour, attitudes and establishing routines Expected standard

they start lunch. Leaders place a strong focus on attendance and ensure that all children scheduled to come are accounted for. Robust systems are in place to ensure the safety of those children that are due to attend but do not arrive.

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Inclusion Expected standard

Leaders work well in the community to break down barriers for children to attend. For instance, they work closely with local authorities to offer funded places for children in the school holidays. Leaders and staff also work closely with local schools that children attend to ensure that they are prepared for any children that have special educational needs and/or disabilities (SEND). Staff are aware of the individual needs of all children and ensure those that are eligible, receive funding. Staff receive training to help them effectively assess children's needs on arrival, implement the support required and review the effectiveness of this. Leaders deploy additional staff to maintain high-quality staff to child ratios, providing flexibility for families, when children are booked in at short notice for the following day.

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Inclusion Expected standard

Leaders and staff identify children with SEND and those that may have barriers to their learning. Those children are, overall, supported well at this inclusive holiday club. Children are keen to engage, and they build excellent relationships with familiar staff. However, at times, staff are not swift enough in providing extra support for children to participate in group activities. This means that some children miss information and instructions, preventing them from confidently taking part in some games.

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Leadership and governance Expected standard

Leaders have a clear vision for the holiday club. The vision is shared with staff, who implement this well. Leaders are passionate about giving all children fun, enjoyable and memorable opportunities that lead to them wanting to return to the holiday club. Leaders and staff are successful with this approach as children often return for further sessions. Older children share that they enjoy the sports activities and a particular favourite is the golf football.

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Leadership and governance Expected standard

Leaders identified that more could be done to ensure high-quality support and coaching for their staff. They, therefore, have allocated a leader that visits each site and completes quality assurance audits and works personally with individual staff members. Overall, this has a positive impact on the running and the quality of the holiday club. However, more guidance and coaching could be given to new staff to ensure consistent levels of engagement with children. Further guidance could also benefit experienced staff to develop their leadership skills to support a smooth running of the day.

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Leadership and governance Expected standard

Staff feel well supported by leaders. Staff morale is positive, and they share that their wellbeing and workload is cared for well. They are confident to work with leaders if they need support. Leaders provide staff with adjustments when needed. Staff attend professional development courses, which support their practice and organisation well. For example, staff attend training on leading sports and performing arts sessions for children. This has a positive impact on children's overall engagement and enjoyment.

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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

Leaders and staff create a safe and welcoming holiday club for all children to thrive in. Children are excited to get going with all the wonderful activities on offer. They are keen and eager to choose which activities they would like to participate in and maintain high levels of engagement throughout. For instance, children take part in performing arts activities, focused skill-based football and golf football. They also have opportunities for more relaxed free play, including puzzles and games. Children's voices are heard and respected. Staff readily follow children's lead if they want to take part in different activities. This helps children make independent choices and feel safe and settled in their chosen activities. Children with special educational needs and/or disabilities and others that may face barriers to their learning are, overall, supported well. Children play well together and develop

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

friendships. They build good bonds with the proactive and engaging staff, which help keep them motivated and eager throughout the day. The youngest children have a key person, which ensures their needs are effectively cared for.

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

Children have many opportunities to develop good health and wellbeing. They play outdoors and take part in activities that encourage them to exercise and move their bodies in different ways. Younger children practise skills, such as balancing and throwing. Older children happily work and play together in group games, including where they create dance routines. Other children design their own football golf course and show enjoyment in playing their course and trying others. This sparks lots of excitement and communication between the children. Leaders place a strong focus on attendance and ensure that all children scheduled to come are accounted for. Robust systems are in place to ensure the safety of those children that are due to attend but do not arrive.

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Next steps

Leaders should review the structure of group sessions to ensure that all children, particularly those that may face barriers to their learning, are consistently given the support they need to join in and take part in group activities. Leaders should review their current expectations to ensure they support and encourage children to tidy-up resources, helping them understand how their attitudes can have a broader impact. Leaders should strengthen staff training, particularly for new staff and those in leadership roles to ensure they fully understand and fulfil their responsibilities to support the smooth running of the day.

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About this inspection

The inspector spoke with children, the leaders, designated safeguarding lead and staff 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:

Titchfield Cp School Southampton Road, Titchfield Fareham PO14 4AU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Superstar Schools Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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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