Club Viva Hampton Leisure Centre

Club Viva Hampton Leisure Centre

Unique reference number (URN): 2853534 Address: Hampton Library & Leisure Centre, Clayburn Road, Hampton Centre, Peterborough, PE7 8HG Type: Childcare on non-domestic premises Registered with Ofsted: 22/08/2025 Registers: EYR, CCR, VCR Registered person: Peterborough Culture, Heritage, Learning and Leisure 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 and staff establish a welcoming environment where expectations for children's behaviour are mostly applied consistently and closely mirror those of the primary schools attended by the children. This helps children to understand what is expected of them and promotes a cohesive environment. Children demonstrate responsible attitudes. For example, they tidy tables following snack and lunch times without being prompted and help staff as activities are set up or tidied away during the sessions.

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Behaviour, attitudes and establishing routines Expected standard

Staff build warm and supportive relationships with children. Typically, they are responsive to children's needs, providing comfort and reassurance when required. Younger children actively seek out their key person to share their experiences and chat freely with staff about their day. Staff support children to develop their social skills. They are attentive to children's needs, recognising when children are alone and quickly guiding them to activities. Staff interact well with children, encouraging turn taking and cooperative play.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate their understanding of routines, and transition through the day with ease. They know to line up when coming indoors following outdoor play and when going to the toilet, they tell a member of staff to ensure they are escorted to the toilets appropriately. Leaders work with a range of professionals to overcome barriers to children's attendance and work closely with parents to encourage consistent attendance.

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Children's welfare and wellbeing Expected standard

Staff know children well and build secure relationships with them to support their emotional wellbeing. They typically respond to children's individual needs, recognising when they may need additional support. For instance, recognising when children are on their own and inviting them to join smaller group activities. Staff are attentive to children's care practices to meet their individual needs. Leaders ensure staff receive training to meet the medical requirements of all children attending, including awareness of children's allergies and food intolerances. Children are supported to develop an understanding of their personal safety, health and wellbeing as they are taught the importance of sun safety, water safety and how to stay safe online.

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Children's welfare and wellbeing Expected standard

Staff provide a wide range of physical play opportunities both indoors and outdoors, including opportunity to manage risk as they develop skills such as, how to safely manoeuvre and balance on a trim trail. Staff plan craft and mark making activities outdoors in recognition of children's play preference. They offer reassurance when children show signs of distress and support them to discuss their feelings. However, while staff are supporting children to recognise, express, and manage their emotions, provision of quieter spaces for children not wanting to be in the louder, busier environments are not always available to further support all children's emotional wellbeing.

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Inclusion Expected standard

Leaders and staff promote an inclusive environment, where children of different ages and abilities play together and are supported to participate alongside one another. Staff know children well and work collaboratively with parents and schools to gather detailed information surrounding children's needs, likes and dislikes. This helps them to have secure understanding of children's individual needs. They use this information to inform their planning to create a welcoming environment for all children. In addition, leaders work collaboratively with other professionals to support children in the local area to access the provision. Staff make suitable adjustments to their practice to enable all children including those with special educational needs and/or disabilities (SEND) to fully join in all aspects of the club. For instance, staff use signing to help children understand what is happening next. Overall, leaders and staff monitor how effective the support is and make alterations where

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Inclusion Expected standard

needed. They recognise the need for further adjustments to the environment to provider quieter spaces. Leaders have plans to make changes to the organisation of some activities to support children with SEND or those who require a quieter environment, but these are not yet firmly established.

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Leadership and governance Expected standard

Leaders have appropriate oversight of the provision they offer for children and their families. They hold regular staff meetings alongside daily feedback sessions with staff, providing an opportunity to reflect on and review their practice. This ongoing evaluation enables leaders and staff to continue to consider the individual needs of all children wo attend. This includes those who have special educational needs and/or disabilities, as well as those who face barriers to their attendance. In addition, leaders maintain positive relationships and work closely with other professionals, and schools attended by children. This approach helps staff to adopt a positive and inclusive approach to their work.

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Leadership and governance Expected standard

Staff work well as a team and enjoy their roles. They confirm they feel supported by leaders who are readily available to discuss any concerns they may have. In addition, leaders provide regular supervision for staff, offering an opportunity to discuss their workload, practice, and share any policy updates. Leaders ensure staff complete mandatory training regularly to keep their knowledge and skills up to date. They observe staff practice and identify their strengths and skills. Although leaders support the continuous professional development of staff, they do not always specifically target training towards areas that offer the greatest potential for improving practice even 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 at the provision and engage confidently in activities from the start. Staff provide a warm and welcoming environment, helping children to feel safe, settled and included. They form secure attachments to staff who know the children well and respond sensitively to their individual needs. Children make independent choices in their play. They access a wide range of activities that reflect their interests, including creative play, construction and physical play. Children enjoy participating in team sports, which helps them to build relationships with their peers, and develop their understanding of fair play. Children

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About this setting

are eager to participate in the stimulating experiences staff plan. For instance, children excitedly gather round for a science-based activity. They test out their ideas and experiment with their volcano and rocket models. Children listen carefully to staff and make predictions about the experiments. They enthusiastically countdown as staff combine various materials to create lava or to launch their rockets.

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About this setting

Children demonstrate secure understanding of the boundaries and behave well. Staff typically provide clear and consistent reminders of the behavioural expectations that align to those used in the school. Children play cooperatively, sharing equipment and demonstrating how to use tools and equipment to those younger than themselves. They are confident and respond positively to the praise they receive from staff for demonstrating kind and caring attitudes towards each other. Staff are calm and reassuring, helping children to manage their emotions. Staff generally adapt their practice well to help all children, including those with special educational needs and/or disabilities, to participate alongside their peers. Leaders work closely with parents and school staff to understand children's needs. This helps them to create a fun and friendly environment where children enjoy their time, feel confident to express themselves and develop positive relationships with others.

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Next steps

Leaders should strengthen how the environment is adapted to meet children's individual needs, including providing quieter, sensory spaces where appropriate. Leaders should enhance the arrangements for coaching staff, so all staff receive clear steps to help improve their practice further.

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About this inspection

The inspector spoke with leaders, staff, 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. Unique reference number (URN): 2853534

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Address:

Hampton Library & Leisure Centre Clayburn Road, Hampton Centre Peterborough PE7 8HG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Peterborough Culture, Heritage, Learning and Leisure Ltd

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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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