Buzzers Beckenham

Buzzers Beckenham

Unique reference number (URN): 2781189 Address: Clare House Primary School, Overbury Avenue, Beckenham, Kent, BR3 6PY Type: Childcare on non-domestic premises Registered with Ofsted: 28/02/2024 Registers: EYR, CCR, VCR Registered person: Buzzers Academies 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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Inclusion Strong standard

Leaders consistently identify children's needs and make swift adjustments to ensure individual needs are met. Leaders continuously support all children, including those who face barriers to learning or wellbeing, to access and enjoy activities across the setting. They liaise very effectively with parents and carers. Early discussions with parents help leaders and staff understand where children may require additional support during activities or during mealtimes, where they have food allergies, for example.

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Inclusion Strong standard

Leaders and staff consistently make a demonstrable difference to the experiences of children with barriers to learning and wellbeing. They use highly effective practice to swiftly identify and address barriers. For example, staff observe children closely during activities and identify key areas of need. They personalise teaching to support children in the areas where they may struggle. Staff carefully support them to dribble balls with hockey sticks and help those who find it difficult to throw and catch, until they achieve their goal. Staff rigorously monitor children's progress and adjust strategies as their needs change. This helps all children to achieve consistently well from their starting points. Staff know children very well. They quickly recognise where they need to make adjustments and take effective action, so all children enjoy their time here and thrive.

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Behaviour, attitudes and establishing routines Expected standard

Leaders establish routines and rules, explaining expectations of behaviour. Children form positive relationships and attachments with staff, and generally listen and behave well. Leaders ensure children understand the rules and why they are in place. They ask children to explain what the rules mean and why they are important, for instance. Staff explain rules associated with different sports and show children how to keep themselves safe during games. Staff encourage children to work collaboratively with one another and offer praise for their attempts and achievements.

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Behaviour, attitudes and establishing routines Expected standard

Staff model how to play team games and encourage children of all ages and stages of development to take part. Staff support younger children to engage in sports with older children. They explain rules and expectations in an age-appropriate and inclusive manner, so that younger children can understand, for instance. On occasion, staff have to repeat instructions and remind children that listening to the first explanation is important. Children generally behave well, but do not always walk sensibly, as asked, between activities. Their understanding of their own and others' personal safely is not always fully embedded through consistent practice. Leaders encourage parents and carers to arrive punctually for the start of each session. This helps all children to learn rules, expectations and get full enjoyment from activities throughout the day.

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Children's welfare and wellbeing Expected standard

Leaders establish policies and practice that typically support children's welfare, mental health and overall wellbeing. They create an inclusive and welcoming environment with a range of sporting activities that all children enjoy. Leaders and staff encourage children to make healthy choices. They support parents and carers to provide children with healthy packed lunches that meet children's dietary needs for the day. Staff generally supervise children appropriately at mealtimes. On occasion, when children stand up while eating, staff remind them to sit until they have finished. Practice is not fully embedded to help children understand why this is important Children let staff know when they need to use the toilet. They develop an awareness of safety within specific contexts, learning how to use equipment safely to avoid injuries, for instance. Staff encourage children to rest after they eat and provide time to play freely. Staff encourage children to tidy up when they finish

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Children's welfare and wellbeing Expected standard

eating, supporting them to be independent and develop self-help and care routines.

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Children's welfare and wellbeing Expected standard

Leaders prioritise physical activities. Children develop a range of skills that strengthen their large muscles. They develop secure, warm attachments with staff and enjoy playing with their friends. Children engage in a range of activities, develop team-building skills, target skills, throwing and catching, for example. Staff support children to develop their emotional health. They encourage children to use quiet spaces to regulate their emotions, returning when they feel calm.

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Leadership and governance Expected standard

Leaders demonstrate high standards of expectation for the provision. They highlight the strength of the setting as having well-trained staff to coach children in sports. They focus on areas of development to meet the needs of more children and to grow the club further. For example, leaders offer incentives to parents and carers, who refer the holiday club to other families. Leaders attend schools to talk to children in assemblies. They develop solid partnership working with school staff. Leaders promote the holiday club within the community, and welcome all new families and children to the holiday club.

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Leadership and governance Expected standard

Staff know they can talk to leaders, when needed, who support them well in their roles. This support promotes staff's emotional health and wellbeing. Leaders regularly observe staff to promote consistency in practice. They understand that staff require some additional support to further embed children's understanding of how to keep themselves and others safe at certain times of the day. Leaders give constructive feedback that supports staff to make progress. They encourage staff to continue learning. Leaders reward staff with incentives for the training they complete. Staff are skilled in their areas of expertise, meet children's individual needs well and help children develop effective levels of physical skill. Leaders and staff work hard to form positive relationships with parents and communication is effective.

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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 ready to start their day and are warmly greeted by staff. Children are happy and confident to try new experiences. They make friends, learning social skills as they take turns during team games, for example. They build positive attachments and trusting relationships with staff and talk about what they have in their lunch box. Children bring a packed lunch with foods they usually eat at school. This supports them to eat well throughout the day and promotes consistency in their routines between settings and home.

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About this setting

Children feel safe and secure, approaching staff for help when needed. They learn to play fairly with others and discuss why this is important.

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About this setting

Children of all ages and stages of development learn that physical activity is important and fun. They play their favourite team games and enjoy learning new sports and skills. Children play games that help them to develop confidence, control and coordination. They play strategy games, such as battleships, and enjoy free time to play outdoors with their friends. Children develop communication and language skills, listen to rules and instructions and talk about previous games they have played and skills they have learned. Children progress in their skill level and strengthen different body parts as they take part in a variety of activities. For example, children use hockey sticks to dribble a ball around cones. They learn how to use an underarm throw and practise catching a ball, developing skills to use as they play cricket.

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About this setting

Children enjoy the holiday club, playing sports and being with their friends. All children, including those who face barriers to learning or wellbeing, learn to enjoy different types of sport. They learn skills that support them to manage their emotions and behaviour. They demonstrate sportsmanship, and enjoy their time in a safe, stimulating environment. Children generally behave well and thrive, making progress in their skills from their starting points.

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Next steps

Leaders should support staff to embed children's understanding of how to keep themselves and others safe during routine times of the day, particularly during mealtimes and as they move between activities.

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About this inspection

The inspector spoke with leaders, staff, children, parents and carers 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): 2781189

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Address:

Clare House Primary School Overbury Avenue Beckenham Kent BR3 6PY

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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 - 16:00

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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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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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