Fruity Club: Holy Ghost

Fruity Club: Holy Ghost

Unique reference number (URN): 2781951 Address: Holy Ghost RC Primary School, Nightingale Square, London, SW12 8QJ Type: Childcare on non-domestic premises Registered with Ofsted: 27/02/2024 Registers: EYR, CCR, VCR Registered person: Fruity Club 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 establish clear routines that are consistently applied across the session. Children understand what is expected and follow routines confidently, from arrival through to mealtimes and collection. They respond positively to staff guidance and demonstrate a secure understanding of expectations.

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Behaviour, attitudes and establishing routines Strong standard

Staff build warm and respectful relationships with children and adapt their approach sensitively to meet children's differing emotional and behavioural needs. They model positive interactions and provide encouragement throughout activities and routines. Children respond well to this approach, showing cooperation and willingness to participate. During activities, they listen to guidance, remain engaged and demonstrate persistence when tasks require effort.

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Behaviour, attitudes and establishing routines Strong standard

Children behave well and interact positively with one another. They take turns, share resources and work alongside children of different ages. Mixed-age play develops naturally, with older children demonstrating responsibility and younger children joining in confidently. This supports a calm and cooperative environment.

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Behaviour, attitudes and establishing routines Strong standard

Routines are well embedded and support children's independence. Children manage tasks, such as preparing snacks, collecting meals and tidying away resources. They follow expectations with minimal prompting and move smoothly between different parts of the session.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote attendance through clear communication with families and follow up promptly when children are absent. As a result, children attend regularly and remain settled and engaged.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are prioritised through attentive care and well-established routines. Staff supervise children effectively across indoor and outdoor areas, ensuring that children move safely between spaces and are supported appropriately during activities.

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Children's welfare and wellbeing Strong standard

Care practices are consistent and responsive. Staff know children well and respond sensitively to their individual health, emotional and care needs, providing reassurance and guidance where needed. Children approach staff confidently and are comfortable seeking support, which helps them feel safe and secure within the setting.

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Children's welfare and wellbeing Strong standard

Staff promote children's physical wellbeing through regular opportunities for active play. Children access outdoor spaces, where they take part in a range of activities supporting their physical development and allowing them to release energy after the school day. Staff also support children to manage their personal needs, including handwashing and developing safe eating practices. Mealtimes are a key feature of the provision. Children benefit from freshly prepared meals and eat in a calm, social environment. Staff promote healthy choices and ensure dietary needs are understood and managed effectively.

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Children's welfare and wellbeing Strong standard

As a result, children are happy, well cared for and benefit from an environment that supports their individual physical and emotional wellbeing.

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Inclusion Strong standard

Leaders create an inclusive environment, where children's individual needs are identified swiftly and supported effectively. Leaders gather relevant information from parents and carers and maintain close communication with the host school to help assess children's needs accurately before they attend. This ensures that staff have a secure understanding of children's needs before they attend. This shared approach supports consistency in how children are supported across the session.

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Inclusion Strong standard

Staff adapt their approach effectively to ensure all children can participate fully. They provide additional explanations, adjust activities and offer reassurance, where needed, so children remain engaged. For example, children who need support with attention or emotional regulation are supported sensitively, with staff responding calmly to help them re-engage.

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Inclusion Strong standard

Staff support children who speak English as an additional language through clear communication, modelling and visual cues. They provide additional explanations, where needed, enabling children to understand expectations and participate fully alongside their peers.

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Inclusion Strong standard

Leaders understand how to support children who may face disadvantage or barriers to their wellbeing. They work in partnership with parents, schools and other professionals to ensure children can access and benefit fully from the provision.

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Inclusion Strong standard

Leaders and staff reflect on how well children are accessing the provision and adapt their approach, where needed, to maintain inclusive practice. As a result, barriers to learning are reduced effectively, children are included fully, feel secure and participate confidently in activities and routines.

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Leadership and governance Strong standard

Leaders provide clear oversight of the provision and maintain a well-organised environment, where routines support children's experiences effectively. Leaders are actively involved in the day-to-day running of the club and have a secure understanding of how the provision operates. They monitor practice closely and reflect on how routines and organisation can continue to meet children's needs as the club develops. Leaders use ongoing reflection and communication with staff to help maintain a consistent approach across the provision.

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Leadership and governance Strong standard

Leaders support staff effectively through ongoing guidance, training and regular communication. Staff are confident in their roles. They understand expectations and work consistently to support children's behaviour, wellbeing and engagement. This contributes to a stable and consistent experience for children. Leaders maintain strong partnerships with the host school, parents and carers. Daily communication supports continuity of care, ensuring that staff are aware of children's needs as they arrive. Parents speak positively about the provision, particularly the support with homework and the provision of meals, which supports family routines at home.

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Leadership and governance Strong standard

As a result, the provision is well led and continues to develop in response to the needs of children and families.

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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 arrive confidently to a calm and well-organised environment. Staff greet children warmly and support them to settle quickly into familiar routines. They place their belongings independently and move purposefully between spaces, demonstrating that they feel secure and understand what is expected. Children transition smoothly into snack time, where they select and prepare fruit themselves, showing confidence in managing small tasks as part of daily routines.

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

Children form positive and respectful relationships with staff and one another. They engage in relaxed conversations during snack time and throughout the session, sharing experiences from their school day. Staff interact alongside children, offering encouragement and maintaining a calm, supportive atmosphere that helps children feel valued and confident to participate.

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

Children enjoy a wide range of experiences and make choices about how they spend their time. They engage in creative activities, such as making split-pin frogs. They show enthusiasm, talk about their ideas and take pride in their achievements. During quieter times, children settle into reading independently, following familiar routines and demonstrating sustained focus. They also enjoy outdoor play, where they move confidently between activities and engage cooperatively with others.

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

Children develop independence through well-established routines. They collect their meals, clear their plates and manage transitions with confidence. Mealtimes are social and relaxed, with children talking together and enjoying freshly prepared food. Children respond positively to expectations and demonstrate responsibility across the session.

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

Children are happy, settled and engaged. They benefit from a structured yet flexible environment, where they can relax after the school day. Staff recognise children's individual personalities, interests and needs, helping children feel included and valued and reducing barriers to participation. Staff promote regular attendance to support continuity in children's routines, friendships and experiences. Children build confidence through a range of meaningful experiences.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards, with an even sharper focus on strengthening the impact of their provision for children with special educational needs and/or disabilities, so that support is consistently applied and further enhances children's participation, wellbeing and experiences.

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About this inspection

The inspector spoke with leaders, staff, children, parents and carers during the inspection.

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Address:

Holy Ghost RC Primary School Nightingale Square London SW12 8QJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 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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Age range of children at the time of 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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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

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

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