Bizzy Kidz Club

Bizzy Kidz Club

Unique reference number (URN): 2747459 Address: Fromevale Academy, Frenchay Road, Bristol, BS16 2QS Type: Childcare on non-domestic premises Registered with Ofsted: 17/01/2024 Registers: EYR, CCR, VCR Registered person: Barter, Stephanie

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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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Children's welfare and wellbeing Expected standard

Children are happy, settled and secure in this welcoming environment. They enjoy a range of activities, including dancing, painting, colouring and outdoor play. Staff build warm relationships with children and support them in a calm and nurturing way. Parents said that their children enjoy attending, feel safe and often talk positively about their experiences at home.

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Children's welfare and wellbeing Expected standard

Staff support children's emotional wellbeing effectively. After lunch, children choose energetic dancing activities or quieter colouring opportunities, helping them regulate their emotions and return to play positively. Staff know children well and adapt routines and activities to support individual needs. For example, staff talk to children about how they are feeling and help them choose activities that suit their mood and interests. This helps children feel supported and comfortable throughout the session.

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Children's welfare and wellbeing Expected standard

Children are supported to develop independence and healthy habits. They independently put their belongings away, move sensibly through the corridor and understand expectations around hygiene, such as washing their hands before eating and after painting. Staff encourage healthy eating and good manners at mealtimes, and children have regular access to outdoor play and physical activity.

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Inclusion Expected standard

Leaders create an inclusive environment where children's needs are understood well. Information gathered through registration and follow-up discussions with parents helps staff understand children's routines, interests and any barriers to their wellbeing before they attend. As a result, staff adapt support appropriately so children can take part and feel included.

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Inclusion Expected standard

Children with special educational needs and/or disabilities (SEND) are generally supported well. Staff know children's individual needs and use suitable strategies to help them regulate, join activities and manage transitions. For example, some children benefit from reassurance, quieter activities or opportunities to play independently. Staff also talk to children about their feelings and help them choose activities that suit how they are feeling, such as energetic dancing or quieter colouring after lunch. This helps children feel included and supported throughout the session.

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Inclusion Expected standard

Parents comment that staff know their children well and communicate effectively about their day. Staff adapt routines when needed to help children access the provision. Children are supported to join activities at their own pace and in ways that reflect their interests and needs. As a result, children take part confidently and feel included.

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Inclusion Expected standard

Leaders could strengthen this work further by developing closer links with schools, nurseries and other professionals. This would help ensure that information is shared more consistently

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Needs attention

and that children, particularly those with SEND, benefit from greater continuity in their care and support.

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Behaviour, attitudes and establishing routines Needs attention

Behaviour expectations and routines are in place and support children's daily experiences. Children understand what is expected of them and follow daily routines confidently. However, for early years children, the absence of a key-person system means that children do not consistently have a familiar adult to build secure relationships with, share worries with or support communication with families. While staff have a secure understanding of children's individual needs, parents are not always clear about who their child would go to for support. As a result, children do not benefit fully from the continuity of care that a key- person system is intended to provide.

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Behaviour, attitudes and establishing routines Needs attention

Children have a clear understanding of routines and behaviour expectations. They independently put their belongings away, line up calmly for outdoor play and move sensibly through the corridor. Staff reinforce expectations clearly and remind children about safe behaviour. For example, children are encouraged to resolve minor disagreements calmly and share resources fairly.

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Behaviour, attitudes and establishing routines Needs attention

Relationships between staff and children are warm and respectful. Staff know children well and adapt their approach to meet children's individual needs. Leaders reflect on practice and adapt routines to meet children's changing needs. For example, they recently introduced smaller groups for some activities to help children feel more settled and comfortable. This has helped some children take part more confidently in activities. Children play cooperatively together and are encouraged to be kind and respectful to others.

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Leadership and governance Needs attention

Leaders have not yet established a clear key-person system for early years children, which limits continuity of care and clarity for parents. Links with other professionals are still developing and could be strengthened to further support information-sharing about children's needs.

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Leadership and governance Needs attention

However, leaders understand the setting's strengths and areas for development and are open to reflection. They regularly review practice and risk assessments. Leaders use shared observations and discussions with staff to identify what is working well and where changes may be needed. Leaders maintain positive relationships with parents. Parents said staff are approachable, friendly and communicate well. Leaders keep parents informed through handovers, online systems and social media.

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Leadership and governance Needs attention

Leaders support staff wellbeing and ensure staff feel valued members of the team. They vary staff responsibilities, remove unrealistic expectations around highly structured activities and provide regular opportunities for staff to discuss practice. Leaders provide induction, training and ongoing support to help staff carry out their roles effectively.

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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

Early years children do not consistently have one familiar adult to support communication about their routines, emotional needs and individual care because there is no key-person system in place. This means that children and parents are not always clear about who they would go to for support or to share important information. Leaders' links with other professionals are also less well developed. As a result, information is not always shared consistently to support children's care, experiences and transitions.

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

Despite this, children enjoy attending this welcoming holiday club and are happy, settled and safe. They are greeted warmly by staff, quickly join activities and show that they feel comfortable in the setting. Children with special educational needs and/or disabilities are included alongside their peers. Staff understand children's individual needs and adapt routines, activities and support so that children can join in confidently and take part fully in the activities on offer.

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

Children understand routines well and move safely around the setting. They know where to put their lunch boxes, line up calmly for outdoor play and walk sensibly through the corridor. Children feel safe because staff supervise them closely, carry out headcounts and reinforce expectations consistently. Children enjoy a range of activities, including dancing, painting, colouring, construction activities and outdoor play. They choose activities independently and are encouraged to take part in ways that suit their interests and abilities. This helps children develop confidence, independence and positive relationships with others.

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

Children play cooperatively together, share resources and are encouraged to be kind and respectful. For example, children took turns during construction activities, joined in group dancing sessions and lined up calmly for outdoor play. Staff build warm relationships with children and support them calmly when minor disagreements occur. Leaders reflect on practice and adapt routines to meet children's changing needs. For example, they introduced smaller groups for some activities to help children feel more settled and comfortable. This has helped some children take part more confidently in activities.

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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 action by the assigned date:

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Action Completion Date

establish a key-person system for early years children so that they build secure relationships with a consistent adult and information is shared effectively with parents to support children's individual needs, routines and wellbeing 14/10/2026

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About this inspection

The inspector spoke with leaders, playworkers, children and parents during the inspection.

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Address:

Fromevale Academy Frenchay Road Bristol BS16 2QS

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:30

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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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4 to 12

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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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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