Serious4Sport Ltd

Serious4Sport Ltd

Unique reference number (URN): 2767454 Address: St John's CE Academy, Stanley Road, Wantage, Oxfordshire, OX12 0GR Type: Childcare on non-domestic premises Registered with Ofsted: 19/02/2024 Registers: EYR, CCR, VCR Registered person: Serious4Sport 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 ensured that there is a harmonious and respectful culture at the club. Children consistently behave impeccably. They have a remarkable understanding of the rules and expectations of the club. Leaders ensure that staff act as excellent role models and always demonstrate the utmost respect for the children. They listen attentively to children and respond with empathy and genuine care. Consequently, children have learned to do this with one another during their time at the club.

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Behaviour, attitudes and establishing routines Strong standard

Leaders work closely with the school and are always clear in their expectations of behaviour. Staff skilfully intervene when required to diffuse minor situations, such as not sharing bricks, by using gentle reminders or through modelling turn-taking. Staff explain why this is fair and appropriate behaviour. Children subsequently gain an excellent understanding of the importance of treating one another with kindness, care and respect.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between staff and children are positive and meaningful. Staff pay close attention to what the children say and respond with enthusiasm and genuine care. Children freely talk about their activities at school and with their families. Hands-on leaders and staff know the children incredibly well, and the children have a wonderful sense of belonging at the club. Attendance is monitored rigorously, and leaders respond promptly to any concerns. They work closely with the school and share their clear policies and procedures. This ensures children's safety.

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Children's welfare and wellbeing Strong standard

Children develop an exceptionally strong sense of belonging at the club. Leaders and staff consistently model empathy explicitly, and children show genuine kindness and care towards their peers. For instance, children change a game to involve another who looks lonely, enthusiastically asking them to join in. Staff consistently help children to manage their feelings and emotions through discussions and explaining coping strategies. Children are developing skills that they will need to build and keep friendships. Children's wellbeing is prioritised by all at the club.

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Children's welfare and wellbeing Strong standard

Children manage their self-care skills extremely effectively. Staff rigorously risk assess the setting to ensure children's safety. They support children in taking their own risks safely, such as throwing balls only in the hall rather than in the smaller activity room. Children know to wash their hands before snack and help younger ones with this task. This supports children's awareness of the importance of hygiene and long-lasting healthy habits, while demonstrating the genuine care that older children have for the younger members. Leaders and staff talk to children about the host of healthy options they are offered at snack time and how these keep their bodies well. Staff actively promote physical activity through time spent in the hall or outside being active and running off steam after school. Children gain a sound understanding of how to keep themselves healthy.

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Children's welfare and wellbeing Strong standard

The key-person system is effective, with staff knowing children extremely well. Parents speak incredibly highly of the club. Leaders ensure they receive daily communication about

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Inclusion Expected standard

Leaders and staff have a positive culture of inclusion at the club. They are committed to ensuring that all children have equal access to its activities and resources. Managers work collaboratively with school staff and other professionals to ensure that children with special educational needs and/or disabilities have their needs met. Staff carefully adapt activities and are vigilant in observing children who may need additional support. Managers ensure staff receive appropriate guidance when identifying potential emerging needs and act appropriately and effectively. Staff know the children well and meet individual children's needs, allowing them equal access and promoting respect for all.

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Inclusion Expected standard

Staff generally reflect on children's interests and backgrounds. They typically represent a range of cultural celebrations through a variety of activities. This helps all children to gain a sense of belonging. Children's independence is promoted well through activities such as self-serving snacks and accessing resources for themselves. Leaders have a sound understanding of how additional funding supports disadvantaged children. Although there are currently no children in receipt of funding, leaders confidently explain how this would be used to meet the needs of individual children and improve their experiences and outcomes.

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Leadership and governance Expected standard

Leaders have a clear understanding of the club's strengths and areas for development. In most circumstances, they take timely action to drive ongoing improvement. For instance, they have acquired resources that suit the very youngest members of the group, promoting smoother transitions from nursery to the club. However, leaders do not consistently use supervision to explore the needs of the children, which means they do not always identify the training staff need to improve outcomes for children.

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Leadership and governance Expected standard

Leaders listen to views of parents and children and take these into account when enhancing and developing the club's provision. For example, they adapt activities and resources to meet the varying ages and needs of the children. This ensures that the provision provides equal access to all children, including children with special educational needs and/or disabilities or those facing other barriers to their experiences at the club.

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Leadership and governance Expected standard

Leaders, including those responsible for governance and oversight, demonstrate a clear understanding of the club's context. They maintain effective systems to regularly review the quality of the provision and that statutory requirements are met. Leaders have implemented robust recruitment procedures, and staff are deployed and vigilant to always maintain children's safety and wellbeing. Leaders prioritise staff wellbeing through regular check-ins. They engage positively with parents and school staff to support continuity in children's care and experiences. Overall, leadership decisions are effective, with a focus on improving children's outcomes.

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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's experiences at the provision reflect leaders' secure understanding of the club's aims and its context. They benefit from carefully planned activities that consider individual

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Inspector:

Zoe Abraham children's interests, ages and abilities. Staff apply thoughtful adaptations to these to ensure all children, including children with special educational needs and/or disabilities, and those with other barriers to learning, can access the provision and feel equal to their peers. Children enjoy an abundance of activities, ranging from active throwing and catching games in the hall to sensory farmyard play, puzzles and building blocks. Such activities encourage turn-taking, sharing and celebrating one another's successes. Subsequently, children form strong bonds with staff and one another.

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Inspector:

Children form strong bonds with staff. Teachers at the school hand the youngest children, and those new to the club, over to the club staff at pick-up time. This ensures smooth transitions, allowing the children to settle well into club life. The key-person system is effective. The youngest children have additional one-to-one time or small-group time if required. When children arrive tired after school, staff create calm spaces for rest and introduce engaging activities as soon as the children are ready. Children's views are listened to and taken account of during the planning process. This helps them to feel valued and gain a firm sense of belonging.

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Inspector:

Children feel safe and secure at the club because staff have embedded clear expectations of behaviour. They demonstrate highly positive attitudes to their experiences, showing kindness and respect to their peers. Staff are highly attentive and become engrossed in the activities with the children. For example, when making cakes in the role-play area, staff engage in in-depth and enthusiastic conversations about measuring correctly and getting the temperature accurate so as not to burn them. These high-quality interactions ensure that children remain engaged and enthused during their time at the club.

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Next steps

Leaders should further enhance supervision arrangements so they deepen understanding of the children's needs and identify the training required to support them.

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About this inspection

The inspector spoke to leaders, practitioners, the special educational needs coordinator and designated safeguarding lead 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.

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Address:

St John's CE Academy Stanley Road Wantage Oxfordshire OX12 0GR

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:40,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:30

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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. 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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