V.I.M Clubs

V.I.M Clubs

Unique reference number (URN): 2875541 Address: Warnham C Of E Primary School, Freeman Road, Warnham, Horsham, RH12 3RQ Type: Childcare on non-domestic premises Registered with Ofsted: 09/01/2026 Registers: EYR, CCR, VCR Registered person: Vim Camps 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

Children demonstrate consistently positive behaviour and attitudes throughout the session. They show respect, kindness and consideration towards others, contributing to a calm and purposeful environment. Children follow clear expectations and respond well to adults, who model positive interactions. They cooperate well with their peers, take turns and share resources confidently. These positive relationships support children to develop strong social skills and confidence in group situations.

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Behaviour, attitudes and establishing routines Strong standard

Children engage enthusiastically in a wide range of activities and sustain concentration for extended periods, for example, during a sewing activity. They show independence when managing routines, transitions and personal responsibilities. Children make choices confidently, respond positively to challenge and show resilience when trying new experiences. They take pride in their achievements and persevere with tasks, such as completing detailed craft activities over time. Children also demonstrate curiosity in their play and explore new ideas with interest and motivation.

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Behaviour, attitudes and establishing routines Strong standard

Children's emotional wellbeing is supported effectively through consistent and sensitive interactions. They feel safe, secure and valued within the setting and show a strong sense of belonging. Children benefit from regular attendance and familiar routines, which support their confidence and engagement in daily activities. They settle quickly into the session, participate fully and maintain positive attitudes.

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Children's welfare and wellbeing Strong standard

Leaders place children's welfare and wellbeing at the heart of the provision and create a nurturing, inclusive and well-organised environment. They organise care routines effectively and ensure children's individual needs are met consistently throughout the session. They maintain strong communication with families through daily discussions, updates and shared information, which supports continuity of care between home and the setting and helps children feel settled and secure.

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Children's welfare and wellbeing Strong standard

Children feel safe, secure and valued. They form warm and trusting relationships with staff, who know them well and respond quickly and sensitively to their emotional and physical needs. Children receive reassurance, encouragement and praise, including when settling into the session or joining activities. Staff support children to manage their feelings and join in confidently, which helps them develop resilience, confidence and a strong sense of belonging.

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Children's welfare and wellbeing Strong standard

Children develop healthy lifestyles through everyday routines and experiences. They wash their hands independently before snack time, make simple healthy choices and manage self-care tasks with increasing confidence. They pour drinks, tidy resources and take responsibility for small tasks within the setting. Children understand simple messages about health and hygiene and apply these consistently in their daily routines. They remain settled and engaged because their individual needs are understood and supported effectively throughout the session, allowing them to participate fully and enjoy their time at the club.

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Inclusion Strong standard

Leaders prioritise inclusion across the provision. They gather detailed information from families before children start and use this to identify needs early. They maintain ongoing communication with families and review children's experiences regularly, allowing them to respond quickly and reduce barriers to participation.

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Inclusion Strong standard

Children with special educational needs and/or disabilities (SEND) receive well-planned support that is reviewed regularly. Staff understand children's individual needs and adapt their practice accordingly, including providing quiet spaces and flexible routines where needed. Children access activities in ways that suit them and remain fully included in daily experiences.

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Inclusion Strong standard

Leaders support disadvantaged children, including those attending holiday activities and food provision, to attend regularly and take part in a range of enriching experiences. They work closely with families to reduce barriers and support consistent attendance. They also work in partnership with external professionals, including social workers, to support children who are known to children's social care. They share information appropriately to ensure joined-up support. As a result, all children are included, supported and able to participate.

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Leadership and governance Strong standard

Leaders create a well-organised and ambitious provision with clear expectations and consistent practice across the team. They draw on knowledge, experience and good practice from other settings to support effective approaches. They maintain oversight of daily practice and identify priorities accurately. Their clear vision supports continuous improvement and promotes high standards across the provision.

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Leadership and governance Strong standard

Leaders review systems and procedures regularly and take prompt action to strengthen practice. They evaluate incidents carefully, identify patterns and make changes that improve outcomes for children. They maintain effective safeguarding arrangements and ensure policies reflect the needs of the setting and local risks. Staff complete regular safeguarding training and understand how to identify, record and report concerns. Leaders follow robust recruitment and induction processes and ensure staff supervise children closely throughout the day. These actions help to maintain a safe and secure environment for all children attending the setting.

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Leadership and governance Strong standard

Leaders support staff through regular supervision, coaching and professional development opportunities. Staff share practice across settings, which supports consistency and confidence in delivery. Leaders build positive relationships with parents and external professionals through clear communication and joint working, which helps ensure children and families feel supported and included. They use feedback from families and staff to inform ongoing improvements and strengthen the quality of provision further.

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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 happily and settle quickly into familiar routines that help them feel secure and ready to play. They independently manage their belongings, follow established routines and choose activities that interest them. Children engage quickly in play and show enthusiasm for their experiences. They speak positively about their time in the setting and demonstrate that they feel comfortable and settled.

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

Children form warm and trusting relationships with adults. They listen and respond well and show confidence in sharing their thoughts, ideas and experiences. Children demonstrate

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Address:

Warnham C Of E Primary School kindness towards others, including showing awareness of friends who arrive later, and supporting them to join in. They benefit from a calm and purposeful environment, where they explore a range of activities, including creative play and outdoor experiences. They concentrate well, follow routines and develop independence through everyday tasks, such as preparing food and managing their personal needs. They also understand how to keep themselves and others safe and apply this understanding in their play and routines.

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Address:

Children with special educational needs and/or disabilities (SEND) take part fully in all aspects of the setting. They receive appropriate support that helps them regulate their emotions, access activities and experience success. Children behave well, feel safe and develop confidence and social skills that prepare them for their next steps in learning.

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Next steps

Leaders should continue to sustain the high standards evident across all areas of the setting's work, ensuring that practice remains consistent and deeply embedded over time. Leaders should build on this strong foundation so that their work leads to an increasingly transformative impact, particularly for children with special educational needs and/or disabilities.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, parents 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.

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About this inspection

The supervisor is new to the role but is supported by the leadership team. Freeman Road, Warnham Horsham RH12 3RQ Type: Childcare on non-domestic premises

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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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