Little Heroes Holiday Club

Little Heroes Holiday Club

Unique reference number (URN): 2748987 Address: Frenchay Primary School, Alexander Road, Bristol, BS16 1UZ Type: Childcare on non-domestic premises Registered with Ofsted: 10/08/2023 Registers: EYR, CCR, VCR Registered person: Little Heroes Early Education 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 Expected standard

Leaders help staff support children's behaviour closely and effectively including for children with special educational needs and disabilities. Staff know children and their individual requirements well. They are proactive in helping prevent children's frustrations. They offer guidance and clear explanations to help children take turns with toys, share resources and play cooperatively. In this way, the different ages of children mix well at the club. Staff encourage children's positive attitudes to learning. Generally, they encourage children to manage challenges and do things for themselves. However, occasionally staff do things for some of the younger children rather than encouraging children to do things themselves.

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Behaviour, attitudes and establishing routines Expected standard

Overall, staff lead routines suitably. They ensure there is structure to the day and communicate this clearly to children. This helps to build children's confidence, as they know what is coming next. Children listen well and tidy away toys in preparation for mealtimes. Lunch is a beneficial social experience, where staff, leaders and children sit together. This helps children to build secure relationships with staff and develop friendships with one another. However, leaders have not fully considered arrangements for snack time. Staff prepare and serve each child's snack individually, which limits opportunities for children to develop independence and do things for themselves. Children are not encouraged to be involved in the preparation of snack, such as making choices or helping to prepare food. In addition, this process takes considerable time, meaning some children wait too long for their toast, reducing opportunities for sustained engagement and independence.

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Children's welfare and wellbeing Expected standard

Staff are welcoming and build beneficial relationships with children. Leaders have improved the key persons systems since the last inspection. Younger children are now allocated a 'key' member of staff. These staff get to know children well and offer caring support on arrival to help them settle. They support children's care needs effectively, reminding them to have a drink and regularly checking and changing younger children's nappies. They ensure that children are comfortable and have everything they need to support their physical wellbeing. They are particularly mindful of children with special educational needs and/or disabilities, as well as any children with dietary requirements, ensuring their welfare is consistently maintained.

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Children's welfare and wellbeing Expected standard

There is space in the hall for children to be active. Younger children enjoy exploring the gym equipment and learning to move in different ways. Staff offer safety tips and help children to share the use of the apparatus and take turns. Generally, staff support children to be involved in club life, to tidy up and manage their belongings. Younger children mix well with older children, building large towers and all squealing as the tower falls. Staff help children manage their emotions and frustrations and interact appropriately with one another. This includes those who require perceptive intervention and additional support.

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Inclusion Expected standard

Leaders and staff promote an inclusive club. They are mindful of children's different needs and liaise with parents and other professionals to gain information to help them plan their provision to meet these. This includes for children known to social care and those with other barriers to their learning and wellbeing. Staff offer attentive support for children with special educational needs and/ or disabilities (SEND) to ensure they are comfortable and happy in the club. They use extra communication strategies such as picture prompts to help children's understanding and encourage them to cooperate with care routines. They are particularly mindful of any emotional struggles and minimising children's frustrations. They proactively watch and sensitively support children with SEND, to ensure they can explore and interact with others appropriately.

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Inclusion Expected standard

Leaders and staff are caring and offer close support for the younger children and those new to the setting. This helps children when they first arrive and are settling into the sessions, supporting children's wellbeing and confidence. Staff generally adapt their approach to include all children in activities. Although occasionally they do not promptly adapt arrangements and their support for the younger, quieter children, to engage them in tasks and encourage their participation in activities. This then means at times children are not as engaged and involved at the club.

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Leadership and governance Expected standard

Leaders and staff have improved their links and communication with parents since last the inspection. They offer information on the planned activities and what children are doing during the sessions each day. Parents are positive about staff communication with them and their children's time at the club. Leaders show dedication to the provision and the children and families that attend, working in their best interests. Leaders and staff ensure they liaise with parents on an ongoing basis to support children's varied needs. This includes for children with special educational needs and/or disabilities, those known to social care and those with some barriers to their learning and wellbeing.

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Leadership and governance Expected standard

Leaders have ensured suitable improvements have been implemented related to the actions from the previous inspection. Staff are positive about the team they work with and the support they receive. Leaders have appropriate procedures to ensure staff are suitable to work with children and understand their responsibilities. They are mindful of promoting staff wellbeing. They help the team work together, encouraging regular meetings and discussions. However, leaders do not consistently lead a full evaluation of practice or clearly identify appropriate areas for the continual development of the club's provision.

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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 happily enter the club. Staff greet them warmly and spend time chatting with them. They settle younger children in and are attentive to children's needs, including those known to social care and those with some barriers to their wellbeing. Staff work with families to support and facilitate children's attendance. Children develop positive bonds with staff. Staff notice when children are exploring alone and join them, engaging in conversation and play. This all helps to build children's confidence, wellbeing, and sense of belonging. Children benefit from the social aspects of the club, mixing with different age groups and making friends.

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

Overall, children are suitably involved in the routines of the club. They put their belongings in the correct place on arrival, with little prompting from staff. Children show respect for staff and the club rules. They help tidy away toys and follow instructions to get ready for mealtimes. Staff offer timely additional guidance and support for children with special educational needs and/or disabilities, helping them to follow boundaries for safety and to interact appropriately with other children.

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

Staff set out the hall with a range of activities that interest the children. They ensure there are areas where children can be active as well as spaces to relax. Children enjoy listening to stories read by staff. They build with blocks and work cooperatively together. Children enjoy exploring physical equipment, using climbing apparatus to balance and develop their strength and coordination through fun games with friends.

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

Children also enjoy the creative aspects of the club. Staff provide stimulating materials that children can experiment with. Children spend time painting, investigating colour mixing, and using different materials such as cotton wool to create different shapes and marks. They explore play dough, moulding and shaping it imaginatively. Children investigate new concepts, such as creating their own slime, which they thoroughly enjoy. Older children support younger ones by showing them useful techniques. Overall, children have fun at the club.

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Next steps

Leaders should support staff to help children do things for themselves to further develop children's independence. Leaders should increase staff adaptation of support for children to ensure their full engagement in activities. Leaders should extend the evaluation of practice to more readily outline the areas of improvement and develop the club further.

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About this inspection

The inspector spoke with leaders, staff and children during the inspection and took into account parents written views.

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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:

Frenchay Primary School Alexander Road Bristol BS16 1UZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Heroes Early Education Ltd

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Address:

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