Fun Fest Bromley Beckenham

Fun Fest Bromley Beckenham

Unique reference number (URN): 2721576 Address: St. John The Baptist Church, 251 Eden Park Avenue, Beckenham, Kent, BR3 3JN Type: Childcare on non-domestic premises Registered with Ofsted: 11/01/2024 Registers: EYR, CCR, VCR Registered person: Hangout Haven 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 Expected standard

Leaders establish high expectations for behaviour in the setting. They explain rules clearly to children and help them understand why these are important. Children know the expectations of the setting and are familiar with staff. Leaders encourage children to collaborate and develop positive relationships with others. Staff form warm attachments with children and respond sensitively to their needs. Children listen and behave well. Younger children generally listen carefully, although on occasion they interrupt when leaders are giving instructions. Leaders and staff promote a positive attitude to activities and encourage children to join in.

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Behaviour, attitudes and establishing routines Expected standard

Leaders make reasonable adjustments to meet children's needs. They support all children, including vulnerable children, to make friends and manage their feelings and behaviour. Children learn to regulate their emotions so they are ready to play and learn alongside others. Leaders recognise children's differing ages and stages of development and help them to build the social skills and confidence needed for their next stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote positive attendance and punctuality with parents. They encourage parents to bring children on time for the first session so they do not miss important information and shared expectations. Leaders contact parents when children do not attend as expected. Parents understand and support the importance of this approach.

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Children's welfare and wellbeing Expected standard

Leaders establish policies and practices that support children's welfare, mental health and wellbeing. They know children well and form secure, trusting relationships. Children know how to stay safe and know who to go to for help. Leaders encourage all children, including those who face barriers to learning and/or wellbeing, to adopt healthy lifestyles. They encourage children to drink water after exercise to keep their bodies healthy. Staff refill children's water bottles so that fresh water is always available. They plan opportunities for children to develop their large muscles. For example, children enjoy races and develop positive team skills.

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Children's welfare and wellbeing Expected standard

Staff support children to maintain good hygiene routines. Children wash their hands in small groups before they eat. They understand why they must not share food and how this helps to keep them healthy. Leaders meet children's individual dietary requirements, including those with allergies, and support all children to eat safely. They check children's food to ensure that it is free from allergens. Leaders sit with children to support safe eating. However, staff do not encourage children to take on responsibilities for tidying up after lunch. Staff clear away the lunch boxes and wipe the tables. This does not support children to develop independence and self-help skills.

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Children's welfare and wellbeing Expected standard

Staff support children, including those known to children's social care, to develop their emotional health. They help children who are reluctant to take part to manage their emotions. Staff walk and talk with children, helping them to become calm and ready to rejoin activities.

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Inclusion Expected standard

Leaders have high expectations and create an inclusive culture for all children. They identify children's needs quickly and accurately. Leaders support children, including those with special educational needs and/or disabilities and those who face other barriers to learning and/or wellbeing, to choose activities they enjoy. Leaders and staff know children well. They make adjustments to support children's individual needs. For example, parents inform leaders that some children get overstimulated with loud noises. Leaders support children to use strategies that support their needs. For example, they encourage access to the cosy corner, teach breathing techniques and provide sensory toys. This helps children to learn how to regulate their emotions independently. Leaders regularly review and discuss strategies in place with staff and discuss children's progress.

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Inclusion Expected standard

Leaders liaise with parents and other professionals to reduce barriers children face. Leaders use strategies suggested to support children and monitor the effectiveness of strategies in place. For example, leaders and staff support children who face barriers to settle. They talk to children about how they are feeling and help them to regulate their emotions. This encourages children to join in with their friends. Children known to social care feel confident since attending the club. They engage happily in making marks when drawing and point to favourite colours in pictures.

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Leadership and governance Expected standard

Leaders establish and embed policies and practices that support staff to have high expectations for children. They are ambitious for all children, especially those who are vulnerable. They prioritise the needs of children, their families and staff. They know the needs of families well. Leaders' evaluations highlight the need for larger premises to meet children's needs. Leaders use strengths to support the changing needs of the setting. For example, leaders consistently use children's feedback to support planning and ideas. This encourages children to attend.

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Leadership and governance Expected standard

Leaders ensure that younger children have consistent staff that know them well. This supports children's continuity of care. Leaders arrange training for staff that supports their needs and the needs of the setting. Leaders support staff emotional health and wellbeing. They encourage open discussions about concerns and ensure that staff feel valued and enjoy their work. For example, staff share their strengths and planning ideas. This helps staff feel included. Leaders monitor staff practice and give constructive feedback that supports staff to develop. Leaders liaise with professionals and parents to meet the individual needs of children, including those who face barriers to learning and/or wellbeing. They communicate well with parents and share information about children and events. Partnerships with parents and communication are positive. This ensures effective information-sharing and supports all children to flourish.

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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 enter excitedly, ready to engage in their chosen activities. Staff greet children and their families warmly. Children form new friendships with children from other schools. They learn to share, collaborate and have fun. Children have opportunities to suggest ideas to improve activities. This encourages them to enjoy, belong and attend regularly. Children, including those with special educational needs and/or disabilities and those who face other barriers to learning, form positive attachments and relationships with staff. They feel safe and know who to go to if they need help. Generally, children listen well to instructions, but,

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About this setting

on occasion, younger children sometimes interrupt staff when they are talking. Children are confident and behave well. They learn to be independent and develop self-help skills, but during mealtimes, staff do not always encourage children to tidy up after themselves.

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About this setting

Children engage in a range of activities that support them to strengthen physical agility, and they develop social skills including speech. Children enjoy outdoor races that strengthen their large muscles. They learn how to support their team.

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About this setting

Younger children explore colour mixing in water. They talk confidently to staff about the colours they make. Children flow freely between activities and spaces and play with a range of activities that develop small hand muscles, such as construction, mark making and pegboards. They enjoy listening to stories and respond well to questions about what they see and hear. Younger children engage confidently in activities they enjoy. For example, children paint and stick feathers on pictures and race in small teams. Children feel free to be themselves. For example, they have meaningful conversations with staff about topics of interest. All children thrive from their different starting points.

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About this setting

Leaders encourage parents to arrive punctually with children before the main session starts. This helps children to know the holiday club rules and expectations and have the best start to their day.

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Next steps

Leaders should encourage routines that support children to develop independence and self-help skills, in particular when children finish eating. Leaders should develop systems that encourage children to listen attentively without interrupting when staff give instructions.

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About this inspection

The inspector spoke with leaders, staff, children and parents 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): 2721576

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Address:

St. John The Baptist Church 251 Eden Park Avenue Beckenham Kent BR3 3JN

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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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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