SPROUTS CHILDCARE LIMITED

SPROUTS CHILDCARE LIMITED

Unique reference number (URN): 2763409 Address: Sarisbury Infant School, Barnes Lane, Sarisbury Green, Southampton, SO31 7BJ Type: Childcare on non-domestic premises Registered with Ofsted: 06/11/2023 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

Children behave remarkably well. They are highly respectful to staff and children around them. Staff are tremendous role models and consistently provide clear boundaries. This means children know what is expected of them and follow the out-of-school club rules effortlessly. Staff regularly encourage collaborative play and support children to get involved with different games and activities. As a result, children are welcoming and engage confidently with others.

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Behaviour, attitudes and establishing routines Strong standard

Staff are very knowledgeable of the different needs of the children who attend the out-of- school club. For example, they recognise how children of different ages or those with special educational needs and/or disabilities might need the expectations for their behaviour delivered differently.

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Behaviour, attitudes and establishing routines Strong standard

Staff and children build highly positive relationships. Children feel calm and settled and engage in meaningful conversations with staff. For example, they talk about the exciting planting activities they have been doing at school and their favourite story books. Leaders and staff are conscientious of children's attendance and punctuality at the out-of-school club. They ensure parents and carers provide prompt notification of children's absences from the out-of-school club. Leaders follow up any incidences of non-attendance promptly.

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Children's welfare and wellbeing Strong standard

Leaders place a precise focus on children's welfare and wellbeing. Staff build very secure relationships with children. They promote a nurturing environment, where children feel safe and confident to express themselves. Staff use opportunities to talk to children about their emotional wellbeing, especially when they have just started school. This is to encourage positive and open conversations about how they are feeling. Staff are confident about how to support all groups of children and ensure those children with special educational needs and/or disabilities have their needs met closely.

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Children's welfare and wellbeing Strong standard

Staff promote health and wellbeing throughout their interactions and routines. They provide balanced snacks and have positive discussions with children about the importance of good health. Children recognise and discuss key elements of health, such as staying hydrated because they are busy running around outside.

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Children's welfare and wellbeing Strong standard

Children have a remarkable understanding of personal safety. Staff include children in decisions about rules and safety, when using the outdoor play spaces. Children talk about the importance of using equipment, such as climbing frames, safely to prevent injuries. Children support one another to keep safe too.

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Inclusion Strong standard

Leaders create an environment that is highly inclusive. They work closely with the school to support children, who may face barriers to their learning and/or wellbeing. Leaders strive to align support individually for children with special educational needs and/or disabilities (SEND). They collaborate very closely with external services to provide additional funding for those children who need extra support to access the out-of-school club.

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Inclusion Strong standard

Leaders also collaborate with the school to provide access for children, who may face barriers to their learning and/or wellbeing. Leaders are conscientious and provide tailored support where any additional funding is received, for example to provide one-to-one support.

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Inclusion Strong standard

Staff at the out-of-school club are highly in tune with children's individual needs. For example, they recognise that some children with SEND find times of transition difficult, such as when they are collected from their classroom. Staff liaise with children's parents, carers and teachers and use different strategies to support children as they settle in. As a result, these children enjoy the club and access the experience alongside their peers. Leaders provide continuous training to support staff's understanding of working with all groups of children. Through actions such as these, staff and leaders make a demonstrable difference to those children with SEND.

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Leadership and governance Strong standard

Leaders are knowledgeable and passionate about providing high-quality care. They have designed systems that ensure that partnerships with parents and carers are consistently secure. Leaders ensure that all information about children is regularly updated. This includes information about children with special educational needs and/or disabilities whose needs might have changed or level of support need adapting. Leaders also liaise with other professionals, such as teachers, to ensure any effective strategies are consistently implemented so that children benefit from a shared approach.

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Leadership and governance Strong standard

Leaders have created a culture of continuous improvement. They work closely with staff to understand what is working well and identify any areas that could be strengthened. Staff feel supported and discuss how regular reviews and supervision sessions allow them to obtain purposeful feedback. Leaders also provide staff with well-organised professional development, to further their childcare knowledge and strengthen their skills.

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Leadership and governance Strong standard

Leaders take account of staff wellbeing and implement positive strategies that support staff well. They have adapted systems in place to ensure any paperwork tasks are greatly reduced to ensure any burdensome workload is removed so that staff prioritise spending time with the 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 thrive at this engaging and welcoming out-of-school club. Staff continuously provide a high level of care and support to all children. They promote open and friendly conversations as they build secure relationships with them. As a result, children feel safe, valued and respected.

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

Staff promote a harmonious atmosphere, where children get along well and understand what is expected of them. When the session first starts, children discuss the rules that they

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About this setting

Unique reference number (URN): 2763409 know are in place. They explain to one another how to stay safe. Children line up and move safely between play spaces, being sure to listen carefully to instructions from staff.

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About this setting

Staff provide children with a variety of activities that follow their interests. For example, children explain that they enjoy messy play with cornflour, colouring and crafts, such as cutting and sticking. Children also thoroughly enjoy playing different sports with staff. Together, they enjoy games of football and catch with their friends. Children also have plenty of opportunities to develop independence skills as they choose their own activities and carry out simple tasks for themselves throughout the session.

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About this setting

Leaders ensure that the out-of-school club is accessible to all. For example, they work closely with parents and carers of children with special educational needs and/or disabilities and children who may face other barriers to their learning and/or wellbeing. This is so that staff continuously know how best to support children's individual needs through the use of specific resources.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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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.

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Address:

Sarisbury Infant School Barnes Lane, Sarisbury Green Southampton SO31 7BJ

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Address:

Type: Childcare on non-domestic premises

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Address:

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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