JC Sports Holiday Camp at The March Primary School

School

Unique reference number (URN): 2780114 Address: March C Of E Primary School, Claypit Lane, Westhampnett, Chichester, PO18 0NU Type: Childcare on non-domestic premises Registered with Ofsted: 09/02/2024 Registers: EYR, CCR, VCR Registered person: JC Sports Online 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 Strong standard

Staff model highly positive attitudes and use opportunities to discuss their expectations of children's behaviour. As a result, children understand what is expected of them and behave remarkably well. Staff provide children with clear guidance at the beginning of the session to remind them of any rules in place. Children understand this well. For example, children can confidently describe different rules, such as listening when adults are speaking.

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Behaviour, attitudes and establishing routines Strong standard

Children are remarkably respectful of one another. For example, older children kindly invite those who are younger into their games. They also provide encouragement and reassurance to one another as they challenge themselves with different sports equipment and activities. Staff are excellent role models. They initiate friendly group games, where children play collaboratively and harmoniously. Children develop a secure understanding of teamwork and resilience during group games. Staff create a friendly environment, where children feel comfortable and happy to express themselves and build highly positive relationships with those around them.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have a very clear approach to attendance, which staff understand well. Any incidence of absence is followed up and recorded in line with procedures in place for the holiday club.

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Children's welfare and wellbeing Strong standard

Staff foster friendly relationships with children, so that children feel emotionally secure during their time at holiday club. Staff are responsive and intuitive to children's needs. They recognise moments when children are experiencing big feelings and provide effective reassurance to support children to regulate their emotions. Routines are well established and increase children's independence and self-care skills. For example, children have an excellent understanding of good hygiene and discuss elements of personal safety, such as not sharing food at mealtimes. Staff also place high priority on providing children with interactions that increase their understanding of good health. For example, they promote the importance of having regular breaks from exercise to rest and have a drink of water. As a result, children learn about keeping their bodies hydrated and begin to make healthy independent choices for themselves.

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Children's welfare and wellbeing Strong standard

Leaders have established a highly inclusive approach to supporting children's welfare and wellbeing. They provide clear policies to parents and staff and ensure these are rigorously followed.

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Inclusion Strong standard

Leaders have developed a consistent approach to inclusion that continues to make a demonstrable difference to all children. They work with schools and the local authority to support children who may face barriers to their wellbeing, such as those who are at a disadvantage, to access the club.

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Inclusion Strong standard

Leaders have designed a system that ensures parents have the opportunity to share information about their child's needs ahead of attending the holiday club. This allows leaders and staff to closely support children with special educational needs and/or disabilities (SEND). For example, staff consider how they can use visual timetables or adapt the environment effectively to ensure all children can access different activities equally. Staff are also mindful of children's different ages and stage of ability. For example, they make discreet adaptations to activities to support those who are younger to access the same obstacle course as their peers.

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Inclusion Strong standard

Leaders recognise how to work effectively with other professionals as appropriate. For example, they will work with the school special educational needs coordinator to ensure any strategies used to support children are mirrored in the holiday club. Furthermore, leaders keep in regular contact with parents to ensure children with SEND consistently benefit from a joined-up approach to their care.

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Leadership and governance Strong standard

Leaders are highly reflective and passionate about the high-quality experiences they provide for children. They analyse the holiday club's different strengths through gathering feedback from parents, staff and children. Leaders use this information to identify any weaknesses and drive improvements.

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Leadership and governance Strong standard

Staff speak with confidence about the support they receive for their professional development. They explain that supervision sessions allow them an opportunity to share feedback about their own strengths and anything they would like to work on. Leaders align staff development through individualised plans so that staff are regularly provided with meaningful training that strengthens their skills. They provide staff with opportunities to participate in extended professional courses, such as apprenticeships. Leaders also align training with any improvement priorities that have been identified. For example, they have provided training to increase staff understanding of how to adapt the environment to support children with special educational needs and/or disabilities. Leaders have also focused on increasing interaction with parents to keep them informed about children's sports and activities throughout the day.

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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 feel safe and welcomed at this friendly and exciting holiday club. Staff are nurturing and joyful as they play interesting games with children. Children are involved in choosing the

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Address:

March C Of E Primary School Claypit Lane, Westhampnett different sports and activities available. For example, they share their feedback each day to inform staff decisions about the following day. This means children's views are valued and respected at the holiday club.

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Address:

Leaders have a inclusive approach to care. Staff provide individualised support for all children and recognise their different needs. For example, they work closely with parents of children with special educational needs and/or disabilities, to understand how to best support them to access all activities. Staff are knowledgeable and adapt the environment to provide spaces for calm and quiet away from large groups when necessary.

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Address:

Staff provide children with a wealth of different activities. Children have the opportunity to learn different sports, such as archery and fencing. Staff also support them to strengthen other skills, such as balance and coordination as they enjoy obstacle courses and explore climbing equipment. Children are happy and busy at this enjoyable holiday club.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke to children, leaders 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. Chichester PO18 0NU 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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