VIM Clubs

VIM Clubs

Unique reference number (URN): 2790873 Address: Woodingdean Primary School, Warren Road, Brighton, BN2 6BB Type: Childcare on non-domestic premises Registered with Ofsted: 26/04/2024 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

Leaders high expectations for children's behaviour are consistently applied by the nurturing staff. Staff actively monitor children when they arrive at the club and notice if they are worried, tired or full of energy. This means they can anticipate when children may need additional support or resources, creating a supportive space where children learn to self- regulate their feelings and emotions. There is a focus on children developing their skills to share and play together. When children want to play alone, staff ensure they have the space to do this as well. This maintains optimal levels of positive behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Children select their own activities, and the curriculum is guided by their needs. There are opportunities for children to join in with adult-guided activities, such as a scavenger hunt, which children enjoy. There is a seamless transition between one activity to another, meaning children remain relaxed and happy. For example, when some want to engage in more physical activities they are taken to the field, while others are supervised with art and sand play.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff are excellent role models for children, demonstrating kindness and respect. They establish secure and trusting relationships with children, who form strong bonds with staff. For instance, children confidently turn to them for emotional support as well as fun. Children demonstrate respectful behaviour, such as when they listen to instructions, help one another and wait their turn while playing. This is reinforced by staff, who recognise and specifically praise children's efforts and manners. When children need additional support, such as for those with special educational needs and/or disabilities, this is provided consistently and appropriately by staff.

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Children's welfare and wellbeing Strong standard

Children play in a safe and well-planned environment. Leaders rigorously review their policies and procedures with staff to ensure they consistently meet all children's safety and welfare needs. For example, the highly effective key-person system ensures children's wellbeing while they are in the club. Staff are highly sensitive and knowledgeable about children's individual needs and adapt their interactions according to the age and stage of every child. For instance, staff are excellent at turning their attention to everyone so that all children are heard and their opinions are taken onboard by staff. This helps children develop their self-esteem, building a strong foundation from which they can make healthy and positive choices of their own.

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Children's welfare and wellbeing Strong standard

Leaders and staff design routines that consistently develop children's healthy attitudes and habits to support their physical wellbeing. For example, staff enhance mealtimes, they support children to try new, nutritious foods, learn about good handwashing and develop manners. Children love making their own sandwiches and politely pass one another food and cutlery as they sit around the table.

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Children's welfare and wellbeing Strong standard

Leaders create a culture where children feel comfortable to share their thoughts and feelings. For instance, children seek out staff to talk about difficulties they may have had during the day. Staff are empathetic, kind and highly responsive to the children. Leaders ensure that arrangements for children with special educational needs and/or disabilities are appropriately managed to prevent children from feeling overwhelmed. For example, routines are adapted to accommodate their needs and to promote their confidence and participation.

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Inclusion Strong standard

Leaders create a highly effective programme of activity and support for all children, including those with special educational needs and/or disabilities, and those who face other barriers to their potential participation. Leaders ensure they have a precise and accurate picture of children's needs before they start at the club. Following conversations with parents and carers, they write detailed individual plans to help them provide children with the help and resources they require. These are scrutinised by leaders to ensure they remain relevant and are regularly updated. Leaders' thoughtful and well-planned activities mean children feel fully settled and included in the life of the club in a way that is meaningful to them.

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Inclusion Strong standard

Leaders consistently work well with other professionals, such as school teachers, to put in place consistent strategies for children. They proactively seek additional funding to provide targeted and precise support for children, such as supplementary resources or one-to-one supervision. Children are always put at the heart of decision-making and staff understand what this might look like for individual children, such as needing a quiet space, or having more time to play outside. Leaders and staff create a welcoming environment, where all children benefit from the experiences and opportunities they provide.

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Leadership and governance Strong standard

Leaders act with integrity and provide children with a well-planned and highly impactful experience, when they are at the club. They demonstrate a consistent and sustained focus on securing excellence for all children and families. For example, leaders recognise when there may be barriers to children's participation in the club. They actively promote to parents how they can access additional funding to attend the club during school holidays. This boosts children's attendance, providing them with positive experiences.

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Leadership and governance Strong standard

Leaders ensure that staff regularly receive targeted training to support their ability to provide highly tailored experiences for all children, including those with special educational needs and/or disabilities. Leaders meticulously monitor the effectiveness of staff practice, including the impact of new strategies on children's enjoyment and participation in the club. Staff wellbeing is high and leaders appreciate and respect their highly professional attitudes and standards.

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Leadership and governance Strong standard

Parent partnerships are strong from the outset. Leaders gather detailed information from parents and carers and sometimes from schools children attend, so that they can provide the best environment for children. This begins a process of consistent communication sharing while children attend the club, providing parents with ideas about games and activities children enjoy and guidance on helping parents keep children safe.

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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 calmly arrive at the club, where they are warmly greeted by friendly staff. They know where to put their personal things and quickly settle into activities that they enjoy in the company of their friends. Children benefit from the leaders' child-led ethos, where children are put at the centre of decision-making about activities and resources. This develops children's sense of belonging and self-confidence.

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

Children thrive in a safe and well-organised environment. They experience high levels of supervision and support from staff, who understand their unique needs. This helps all

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Address:

Woodingdean Primary School children feel comfortable when sharing their thoughts and emotions and promotes their self- confidence when they explore and play.

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Address:

Children play harmoniously with friends but are also confident in seeking quieter spaces and activities. Children with special educational needs and/or disabilities, and those who face potential barriers to their participation, experience a club that helps them blossom. For instance, where they need additional support, this is seamlessly planned into the day, so they are instantly relaxed, content and able to play successfully alongside other children.

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Address:

Children relish opportunities to include staff into their play. They delight in the challenges staff set for them outside, such as a scavenger hunt. They eagerly draw staff attention to the things they find and revel in the positive praise they receive. Children become actively involved in activities that suit their mood and feelings. For some this will be a quiet activity, such as play dough or drawing, while others expend energy playing football or on the climbing frame. This gives children a club that is focused on what they need and the things that interest them, helping them remain happy and relaxed.

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Next steps

Leaders should continue to improve the club's successful work to provide an enjoyable and transformational experience for all children.

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About this inspection

The inspector spoke with the nominated Individual, leaders, staff, children and parents and carers 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. Warren Road Brighton BN2 6BB Type: Childcare on non-domestic premises

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

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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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