Zidannes Sports School Ltd

Zidannes Sports School Ltd

Unique reference number (URN): 2786525 Address: Barnet Burnt Oak Leisure Centre, Watling Avenue, EDGWARE, HA8 0NP Type: Childcare on non-domestic premises Registered with Ofsted: 23/04/2024 Registers: EYR, CCR, VCR Registered person: Zidannes Sports School Ltd

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Safeguarding standards not met

Leaders do not ensure that there is an open and positive culture around safeguarding that adequately protects children from harm. Leaders do not meet all the safeguarding and welfare requirements of the early years foundation stage. Leaders do not complete vetting processes for all staff, in line with safer recruitment procedures. Leaders do not implement or monitor the mobile phone policy effectively. Staff do not consistently follow expectations and use personal devices around children. Not all staff understand how to report safeguarding concerns. These weaknesses compromise children's welfare and safety.

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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 Expected standard

Leaders promote an inclusive approach and welcome all children, regardless of ability or disability. Children's individual needs are identified through information gathered from parents on booking forms. However, these arrangements are not yet consistently embedded through formalised systems.

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Inclusion Expected standard

Leaders support children with additional needs. They have suitable knowledge of a range of special educational needs and/or disabilities. They explain that they would work closely with parents, allocate a special educational needs coach where required and adapt provision to ensure that children can participate fully. Leaders support children's communication and emotional expression. They use visual aids, such as picture cards, emotion boards and sensory resources.

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Inclusion Expected standard

Leaders demonstrate their secure understanding of how they would closely monitor children. They maintain regular communication with parents and staff to check on children's wellbeing. Children facing other barriers benefit from opportunities for physical activity, fresh air and social interaction. These include those from disadvantaged backgrounds or with limited access to outdoor space at home. Staff support children who struggle to form friendships by encouraging positive peer relationships through buddying arrangements.

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Behaviour, attitudes and establishing routines Needs attention

Support for children's individual needs is inconsistent. Key-person arrangements are not yet securely embedded. The provider does not have effective systems in place to welcome children or share information between staff. For example, staff do not always know children's names, particularly those who are newly attending.

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Behaviour, attitudes and establishing routines Needs attention

Despite these weaknesses, children settle swiftly, behave well and show positive attitudes to the camp. The camp is inclusive. The provider has an adaptive approach to make sure all children are welcome. Staff explain expectations clearly at the beginning of sessions. Children demonstrate they understand these by listening, following instructions and showing kindness to others. Staff act as positive role models and interact calmly and enthusiastically with children. Children respond respectfully and cooperate well with one another.

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Behaviour, attitudes and establishing routines Needs attention

Children listen attentively during group times and move between activities in an orderly way. They follow safety rules, such as asking staff for help when areas are restricted. Staff provide clear guidance and regular praise to reinforce positive behaviour during transitions, tidying up and mealtimes. These established routines help children feel settled, secure and ready to engage. Leaders promote attendance and punctuality while allowing appropriate flexibility to meet the needs of families attending the camp.

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Children's welfare and wellbeing Needs attention

Leaders do not have enough oversight of children's welfare and wellbeing. They do not demonstrate a secure understanding of their responsibility to promote healthy lifestyles. Leaders do not consistently implement guidance to promote healthier packed lunches. Leaders do not routinely encourage children to make healthier choices. The provider promotes unhealthy snacks, which do not support children's oral health or wellbeing. Leaders allocated key persons during the inspection, but these arrangements are not securely established. Parents do not have a consistent point of contact.

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Children's welfare and wellbeing Needs attention

Despite these weaknesses, all children, including those with differing abilities, are cared for in a calm and orderly environment. Staff manage routines and transitions effectively around toileting and snack times. Children understand expectations and follow hygiene routines well. Staff support younger children sensitively with personal care and encourage independence.

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Children's welfare and wellbeing Needs attention

Children say they enjoy attending the camp. There is a firm focus on physical wellbeing. Children access a wide range of physical activities that support engagement and enjoyment. Staff supervise children appropriately during snack times. They are attentive to all children, including those with additional needs, including allergies.

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Leadership and governance Urgent improvement

Leaders' oversight does not ensure that statutory requirements are consistently met. Staff suitability checks are not securely completed or recorded in line with safer recruitment procedures. Some staff do not understand how to report welfare concerns in line with local safeguarding partners' guidance. Leaders do not effectively monitor compliance with the mobile phone policy, potentially placing children's welfare at risk. Opportunities for professional development are not yet systematic or focused sharply enough on children's safeguarding and welfare priorities.

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Leadership and governance Urgent improvement

The key-person system is not established. While leaders recognise gaps in these arrangements, these arrangements are not yet embedded or understood by parents and staff. Governance arrangements do not ensure that staff deployment, qualifications and daily organisation are monitored closely enough to secure children's welfare and wellbeing.

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Leadership and governance Urgent improvement

Leaders also lack sufficient oversight of health and wellbeing practices. They do not demonstrate a secure understanding of their responsibility to promote healthy eating. The provider regularly promotes unhealthy snacks to children. Leaders do not implement guidance to parents to support low sugar snacks or promote good oral health.

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Leadership and governance Urgent improvement

Despite these weaknesses, leaders show commitment to improvement. Staff report that they feel supported. Leaders demonstrate their openness to the provision of an inclusive camp to ensure that all children are welcome. They show they know what to do and put in place to meet the needs of children with special educational needs and/or disabilities.

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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 not 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 do not always know which staff member is responsible for them when they first arrive. This can make it harder for some children, particularly those who are younger or newly attending, to feel immediately secure. Support for children's individual needs is inconsistent. Key-person arrangements are not yet securely embedded. Children also receive mixed messages about healthy eating. Leaders do not consistently support children's wellbeing or help them develop healthy eating habits.

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

Despite these weaknesses, children quickly settle and enjoy their time at the club. Children are warmly welcomed in this inclusive camp and join activities with enthusiasm. Leaders know to make adaptations to make sure the needs of all children, including those with special educations needs and/or disabilities, are met. Children move confidently around the setting and follow clear routines. Children behave well and show kindness towards one another. This creates a positive atmosphere where children feel comfortable and relaxed.

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

Children develop strong social skills by playing and learning alongside their peers. Children collaborate in games, take turns and include one another. Children who are quieter or new to the setting are supported by staff and peers so that they feel they belong. Children build positive relationships with staff, who are calm, friendly and respectful.

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

Children are particularly motivated by physical activities, such as outdoor games and sports, which help them to build confidence, resilience and teamwork. Children develop independence through daily routines, including managing their belongings and personal care.

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

Children feel safe overall and know to seek support from staff when they need help. Children attend regularly and enjoy returning to the club.

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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

ensure that robust staff suitability checks are completed for all staff, in accordance with safer recruitment procedures 15/05/2026

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Action Completion Date

ensure that all staff are appropriately trained and confident in following the correct reporting procedures in line with local safeguarding partners' guidance 15/05/2026

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Action Completion Date

reinforce expectations and monitoring to ensure that staff comply with the mobile phone policy 15/05/2026

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Action Completion Date

embed an effective key-person system to ensure that children's individual needs are met and parents have a consistent point of contact 15/05/2026

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Action Completion Date

promote and provide snacks that are healthy, balanced and nutritious so that children learn to make healthy choices 15/05/2026

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Action Completion Date

improve deployment arrangements to ensure that staff working with early years children are appropriately qualified 15/05/2026

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About this inspection

The inspector spoke with leaders, staff, children and parents.

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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:

Barnet Burnt Oak Leisure Centre Watling Avenue EDGWARE HA8 0NP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Zidannes Sports School Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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