Hive

Hive

Unique reference number (URN): 2766084 Address: St. Margarets Church, 130 St. Margarets Road, Twickenham, TW1 1RL Type: Childcare on non-domestic premises Registered with Ofsted: 09/01/2024 Registers: EYR, CCR, VCR Registered person: Hive (richmond) 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

Leaders have built a respectful culture that encourages children to recognise and manage their own feelings and behaviours. Clear routines are role modelled, which children are very responsive too. They respond well to a gentle reminder that tea is served, mealtimes are clearly a favourite activity as all children headed straight for the food area. They excitedly recognise their favourite meal and discuss the benefits of healthy choices, such as vegetables and watermelon.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is supported well, staff effectively support children to make their own safe choices through role modelling expectations. They talk about what they need to do to keep themselves safe in the out-of-school club and as they walk between school and the club. These are consistently and fairly applied in practice. Discussion on how to manage more difficult behaviour is clear that co-regulation and reflective discussions are the main strategies used.

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Behaviour, attitudes and establishing routines Strong standard

Staff use positive praise when they see children showing social skills, such as kindness and empathy. Children often play together and lead their own learning. They like to seek staff when needed but have an increasing understanding of conflict resolution and using their voice to make their feelings known. This build children's confidence in the secure routine at club.

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Children's welfare and wellbeing Strong standard

Leaders strategically prioritise welfare and wellbeing, they adapt the environment and opportunities to children's individual needs. All staff hold mental health first-aid qualifications. Staff positively report the impact of this training on how they support children, parents and colleagues.

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Children's welfare and wellbeing Strong standard

The space is welcoming with well-thought-out areas that allow children to be physical, such as climbing the small hills and trees as well as plentiful spaces to hop, jump and run. There are also areas where children can retreat and spend time alone or with a peer. They often seek out others to help them to co-regulate. Outdoor space is accessed in all weathers, children talk about playing in the rain in the trees and the trees providing shelter. They also understand the need for keeping cool and look at the shadows on the floor to understand what areas are shaded. They run to collect more water as they get hot and talk to each other about the importance of hydration on a hot day.

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Children's welfare and wellbeing Strong standard

Leaders know children well even though some have limited time on site. Monthly meetings take place with senior leaders and team members to work through what they know, they highlight changes and/or improvements to ensure they are providing a bespoke purposeful curriculum. These meetings always include reference to children's identified and/or emerging needs. As a result, swift action is taken to remove barriers to inclusion and engagement in all areas. The evidence based curriculum programme supports children's welfare and wellbeing. Staff report how this has provided children the support they need, especially those who may struggle with their emotional wellbeing.

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Inclusion Strong standard

Staff have very high expectations of all children. Leaders have created an inclusive culture, where everyone is celebrated. Very dedicated systems are in place to support all children, including those with special educational needs and/or disabilities. The team are knowledgeable and passionate about getting it right for all children, including those who may find barriers to learning. They are confident in recognising signs of need and use observation and assessment to provide individualised support plans.

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Inclusion Strong standard

All staff have received training in supporting children's needs and leaders prioritise this at a strategic level. This leads to confident and impactful practice, observations show children being placed at the heart of practice.

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Inclusion Strong standard

Leaders ensure that all children's needs are known and supported, they join partnership meetings to build holistic plans. Parents report on the level of progress they see since their children have joined the club. Leaders work effectively to remove barriers to attendance through partnership working with parents. These measures ensure that children are effectively supported to make progress in all areas of learning.

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Leadership and governance Strong standard

Leaders have high expectations of all children, staff and the services they provide. Thorough and positive engagement by all staff supports the leader's vision for a community led centre for children. The use of analysis to find the right level of balance between vision and practice helps leaders to drive forward improvements. Leaders know that the club is in it's infancy and use this as a motivator to continue to develop the provision. They work as a whole team to identify ideas and next steps. Taking ownership for elements such as support for younger children.

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Leadership and governance Strong standard

Leaders have a clear understanding of the strengths and areas of development, which feeds into a comprehensive training programme for all staff that increases knowledge and skills. Reflective practice during regular staff meetings help to build on what children already know and can do and staff plan what they want to teach next. Leaders ensure that the statutory requirements are fully met and empower the team to take ownership in the leadership of the club. Workloads are effectively managed and staff report high levels of support.

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Leadership and governance Strong standard

Staff have a very strong and calm presence. They understand the responsibility of their roles in families' lives and continue to build on the very effective partnership with parents to further grow these relationships.

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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 excitedly enter the club after a busy day at school. They animatedly talk about what they plan to do at the session, eagerly deciding with other children what they will do first. They confidently navigate the large and well-resourced areas, both inside and out.

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

There is a calm, nurturing and inclusive environment, where children develop excellent social skills and know and understand the values of friendships and acceptance. They seek out friends, especially those that attend other schools, and reconnect with ease. Where they are collected early, they apologise to their friends and promise to continue the game at the

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Address:

St. Margarets Church 130 St. Margarets Road Twickenham TW1 1RL

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Address:

Type: Childcare on non-domestic premises next session. As a result, children are confident, settled and ready for learning and engagement throughout the session.

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Address:

Children with special educational needs and/or disabilities and those who may experience barriers to learning are actively supported to participate in a full programme of activities and experiences. Their needs are fully met and staff build on the child's past experiences to promote confidence in their actions, such as when children repeatedly build dens outside with their peers. Staff respectively step back or join the play dependent on the needs of the group. However, they deploy themselves effectively to ensure they manage the areas assigned to them.

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Next steps

Staff should increase opportunities for children to make independent choices, especially during mealtimes. This will further develop children's knowledge and understanding of keeping themselves healthy.

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About this inspection

The inspector spoke with 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. Registration date: 09/01/2024

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About this inspection

Operating hours: Monday,Wednesday,Thursday,Friday : 07:15 - 08:30,Monday,Wednesday,Thursday : 15:30 - 18:30

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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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