Buzzers West Wickham

Buzzers West Wickham

Unique reference number (URN): 2781192 Address: Oak Lodge Primary School, Chamberlain Crescent, West Wickham, BR4 0LJ Type: Childcare on non-domestic premises Registered with Ofsted: 29/02/2024 Registers: EYR, CCR, VCR Registered person: Buzzers Academies Ltd

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm. Leaders have not obtained references for staff before they are recruited to ensure they are suitable for their role. They have not implemented their safer recruitment policy and procedure. This puts children at risk of harm.

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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 implement a flexible timetable. They have systems in place to monitor attendance. They respond in a timely way to address any absences. Children who arrive early take part in team games to build their cooperation skills. They understand that winning is not the ultimate goal. Children are taught to show respect despite individual differences, playfully interacting and including all. The routines are predictable so that children know what to expect. Staff know the children well. They recognise when to move on from an activity so that children remain engaged. Children have access to a variety of activities that enable them to learn specialist focused skills. There is an opportunity for children to partake in circus skills to support their hand and eye coordination skills. They can also develop enquiry-based skills through science-based activities from external specialists.

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Behaviour, attitudes and establishing routines Expected standard

Staff teach children about the rules of the holiday camp. This is consistently embedded across the routine. They quickly tackle any incidents of poor behaviour so that children learn how to behave. Children say positive things about each other. They learn how to be kind towards each other, reinforcing the 'golden rules' in the setting, such as 'kind hands, kind feet, kind words'. They show enthusiasm using play equipment and say the camp is 'fun!'.

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Inclusion Expected standard

Leaders strive to ensure that the holiday camp is inclusive. There is a strategic effort to give children with special educational needs and/or disabilities (SEND) opportunities to thrive. Experienced staff utilise specialist training to follow the graduated response and share information with other professionals. Staff have implemented a system to obtain information about children's needs. When they identify children with SEND, they work in partnership with parents to provide the best possible support.

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Inclusion Expected standard

Staff consider the appropriate adaptations for children with different abilities so all children are able to access timetabled activities. Staff have received the proper training to manage behaviour effectively. When children are disengaged, staff skilfully prompt children to re- engage. This minimises any disruption to the routine so that the environment remains calm. Staff work collaboratively with schools. This ensures that the correct referrals are made if children require further support, particularly for children who are eligible for funding, so they receive their full entitlement. Staff have a suitable insight into supporting children from disadvantaged backgrounds. They have an effective knowledge and understanding of how to support emotional wellbeing so children learn to build resilience.

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Children's welfare and wellbeing Needs attention

Overall, there are appropriate food and drink practices in place. However, leaders do not support children well enough to make healthy food choices. Parents are not supported well enough to understand the policies and procedures of the holiday club. There is a policy in place to manage children's medical needs to ensure that mealtimes are safe. Children enjoy snack times together.

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Children's welfare and wellbeing Needs attention

There is an effective key-person system to ensure that all children are well cared for. Staff speak in a calm tone and manner, so children warm to them. When children are upset, they know who to ask for help. They have a secure bond and attachment to staff. Children who are shy learn to gain confidence and settle into the routine. Staff are engaging and interact with children in a playful way. Children show high levels of concentration as they play games. Children are valued and receive positive praise. As a result, they learn to build confidence and self-esteem.

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Children's welfare and wellbeing Needs attention

Staff implement various games so that children, including those with special educational needs and/or disabilities, can take part in an active lifestyle. During a game of 'ultimate battleships', children engage in teams together, using balls and cones. Adaptations to the equipment and resources are thoughtfully considered by staff.

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Leadership and governance Urgent improvement

Leaders have breached early years foundation stage requirements in relation to staff suitability. Recruitment and vetting procedures are not consistently robust or monitored effectively. This creates a significant risk of harm to children. Leaders have also not implemented their food and drink policy effectively. As a result, children may not always receive consistent messages or access to healthy, balanced options, which affects their understanding of positive lifestyle practices and overall wellbeing. Leaders demonstrate an attitude to put things right, taking accountability for weaknesses in practice.

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Leadership and governance Urgent improvement

Overall, there is a supportive and inclusive culture for children with special educational needs and/or disabilities. Generally, staff maintain positive relationships with families, including disadvantaged groups, by signposting to additional services and maintaining an open-door approach to concerns.

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Leadership and governance Urgent improvement

Leaders prioritise staff development through professional training. Mentoring and supervision provide ongoing opportunities for reflection. Workload is managed appropriately and staff feel well supported, contributing to a positive and effective working environment. Therefore, maintaining this support, while strengthening the quality and impact of the setting's policies and procedures, would further improve outcomes for children.

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Compulsory Childcare Register requirements

This setting has not 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

Leaders have not ensured that all early years foundation stage requirements are met. They have not ensured that appropriate references have been obtained to ensure suitability of all staff. They have not worked closely with parents to ensure that food and drink policies and procedures are implemented.

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

Overall, children benefit from a fully trained workforce. Children show a warmth and kindness towards staff. They are polite and well mannered. Children are excited to attend the holiday camp and thrilled to see their friends. Children enjoy taking part in a range of

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About this setting

activities in a spacious outdoor area. They actively engage in hockey, gymnastics, football and athletics. Children use a range of equipment during team-building games, developing their physical and gross motor skills. They show agility while moving confidently in different ways. During a game of 'ultimate battle ships', children solve problems through modifying the resources and setting differing levels of challenge across activities.

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About this setting

Children learn specific vocabulary related to their sports, building their communication and language skills. They listen intently and eagerly practise the skills they have learned. Children play cooperatively and follow instructions for National Football League, such as 'down, set, hut!' Resources are accessible and adapted for children with varying levels of ability. Staff encourage children with special educational needs and/or disabilities (SEND) to participate in sport. There is a commitment to ensure that all staff develop the expertise to support children with SEND.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

obtain a reference for any member of staff (including students and volunteers) before they are recruited 01/05/2026

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Action Completion Date

support children to develop positive lifestyle practices and ensure that parents understand the setting's food and drink policy. 01/05/2026

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About this inspection

The inspector spoke with 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. Unique reference number (URN): 2781192

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Address:

Oak Lodge Primary School Chamberlain Crescent West Wickham BR4 0LJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Buzzers Academies Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:30

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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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