Fun Fest Sutton - Mere Green

Fun Fest Sutton - Mere Green

Unique reference number (URN): 2862904 Address: Mere Green Primary School, 13b Mere Green Road, Sutton Coldfield, B75 5BL Type: Childcare on non-domestic premises Registered with Ofsted: 30/09/2025 Registers: EYR, CCR, VCR Registered person: RC Fun Fest 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 invite children and families to trial the setting before they start, so that children's individual needs can be discussed and planned for. This helps staff to build positive relationships with children from the outset. Staff speak with parents and carers daily to understand any changes to routines, behaviour or sleep since their children last attended. This information helps staff to tailor support effectively, which promotes children's happiness and positive behaviour. Families use the club's online timetable to book sessions. This encourages attendance and helps families to make informed decisions about which activities their children will take part in. This is particularly beneficial for those children who find sessions, such as party days or bouncy castle activities overwhelming.

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Behaviour, attitudes and establishing routines Expected standard

Activities are available throughout the day, promoting children's choice. Staff help children to remain engaged and to play cooperatively. For example, during transition times, staff bring the group together to play a game where children listen to one another, sharing what they think their friend's have observed. Staff regularly reinforce the rules with children, to help them to understand expectations and boundaries. For example, they teach children not to share food at mealtimes, to tell staff if they need the toilet and not move between different areas of the setting without notifying a member of staff. These reminders help children to keep themselves safe. Staff generally interact well with children. However, there is scope for them to deepen their engagement to further enhance children's play and routines.

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Children's welfare and wellbeing Expected standard

Children develop knowledge about how to keep themselves healthy and safe. For instance, after physical play, staff encourage children to have a drink and wash their hands before eating their lunch. This promotes children's health and welfare. At lunchtime, staff encourage children to try the various healthy foods that parents and carers have provided. They check that children have eaten enough before returning to play. Staff sit next to children with special educational needs and/or disabilities (SEND) to support their individual needs, while eating. However, there is scope for staff to deepen their engagement with other children at this time. For example, some staff stand above children, interacting from a height. This reduces the quality of interaction and can limit children's experiences.

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Children's welfare and wellbeing Expected standard

Children delight in playing outdoors and benefit from regular fresh air. They enjoy climbing up and over climbing walls and playing together with dinosaurs and trucks. Children make progress in their independence skills. For example, children with SEND, who were reluctant to explore the physical apparatus, now thrive because of staff's support and guidance. They demonstrate growing confidence, climbing the apparatus and sliding down with ease. Positive relationships between children and staff are evident. Staff respond to changes in children's needs and help them to recognise and express their emotions. Leaders and staff know children well. However, there are minor gaps in information sharing, which mean children's welfare and wellbeing is not always fully supported.

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Inclusion Expected standard

Leaders and staff care about providing an inclusive service and take pride in how they welcome all families. Information about children is gathered from parents and carers prior to children starting, to ensure that any individual needs are identified and assessed in advance. The team discuss information gathered, so they all understand how to meet children's needs effectively throughout the day. However, minor gaps in information sharing mean that key persons do not always fully understand which professionals are involved with children or the specific strategies they recommend. Sharing this information more clearly would further support consistency in meeting children's needs.

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Inclusion Expected standard

Staff adapt their practice and activities to promote inclusion. For example, when interacting with disadvantaged children, staff use a soft tone of voice to ensure that children respond well to them, helping them to feel safe and secure. When children with special educational needs and/or disabilities (SEND) bring in familiar items from home that they like to hold while they play, staff encourage this, promoting a positive sense of security. Staff identify and respect that not all children wish to join in with adult-initiated activities. They generally deploy themselves well so that all children benefit from interactions. Leaders take swift action to support staff's confidence and understanding. For instance, following recent staff changes, leaders ensure all staff know who to go to for expertise and guidance around supporting children with SEND.

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Leadership and governance Expected standard

Leaders responsible for governance are actively involved in the daily running of the setting. For instance, they ensure that managers and more senior staff are supported to carry out their roles. Leaders regularly observe staff's practice and provide clear feedback and direction to improve their practice. They conduct regular supervision sessions to review staff's progress and provide them with further support and learning opportunities. This supports staff to continuously build on their knowledge and skills. Leaders understand that this is something they should continue to build on to ensure all interactions with children are of high quality and offer the best support possible.

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Leadership and governance Expected standard

Leaders generally understand the setting's context, strengths and areas for development. They reflect on the service they provide, identifying where improvements can be made. However, minor gaps in information sharing impact the smooth running of the setting, and the support that some children receive. Leaders had not previously notified Ofsted of the change of manager; however, this information was shared on the day of the inspection, thereby, ensuring compliance with requirements. There is no impact on children.

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Leadership and governance Expected standard

Leaders demonstrate a thoughtful, supportive and responsive approach to staff wellbeing. They find out about staff's individual needs and take practical steps to ensure they can carry out their roles effectively. Leaders and staff build positive partnerships with parents and carers through regular communication and information-sharing. Parents praise the club and say their children love attending. Parents feel welcomed, well informed and confident that staff understand the individual needs of their children.

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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 benefit from a nurturing and inclusive club, where staff respond effectively to their needs. For example, when children with special educational needs and/or disabilities are reluctant to explore the physical apparatus, staff offer them reassurance and demonstrate how to use it. Over time, children build their confidence, enabling staff to gradually reduce the level of support needed. For instance, children who were reluctant, climb the apparatus independently and slide down with ease. Children celebrate their achievements by raising

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About this setting

Unique reference number (URN): 2862904 their hands in the air, showing clear enjoyment. They repeatedly return to the same activities, demonstrating high levels of engagement.

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About this setting

Children behave well and form positive relationships with all staff. Staff support children who face barriers to their learning to engage in activities alongside their peers. Children settle quickly and play happily together, exploring the activities on offer, such as the sensory autumn tray. They take part in social conversations about space exploration as they play with 'moon-sand' and rockets. Staff seek and value children's views, when planning the day. For example, they encourage children to signal whether they have enjoyed an activity, with a thumbs up or a thumbs down. Children choose where and how they wish to play. Consequently, they express their views confidently and develop a solid sense of belonging.

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About this setting

Families use the club's online timetable to book sessions according to their children's interests, which promotes children's engagement and access to the club. Children are grouped by age, meaning that the youngest children benefit from a dedicated room, where they can safely explore an environment tailored to their needs and interests.

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Next steps

Leaders should ensure key information is consistently shared with staff, supporting the smooth and effective running of the setting and support for children. Leaders should support staff to fully immerse themselves in children's play and routine activities, further building on the positive experiences the club offers children.

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About this inspection

The inspector spoke with the nominated individual, managers, staff, special educational needs coordinators, 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.

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Address:

Mere Green Primary School 13b Mere Green Road Sutton Coldfield B75 5BL

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Address:

Type: Childcare on non-domestic premises

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Address:

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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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