Jeli Children's Club

Jeli Children's Club

Unique reference number (URN): 2819774 Address: Crawley Down Village C E School, Hophurst Drive, Crawley Down, Crawley, RH10 4XA Type: Childcare on non-domestic premises Registered with Ofsted: 10/01/2025 Registers: EYR, CCR, VCR Registered person: Hughes, Lisa

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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 have clear behavioural expectations of children, which they typically implement throughout the session. Staff act as positive role models for children, such as during their interactions and discussions with other staff. Children show respect for staff and each other in their responses and actions. For example, they demonstrate positive manners and say 'thank you' without any prompting. Staff give children gentle reminders about their behaviours. They follow this with a clear explanation as to why they need to follow instructions to keep themselves safe. Children respond well to this calm and caring direction, and quickly change their proposed course of action. This enables children to make positive choices in their play. It also supports their understanding of the consequences of their actions on their safety and that of others.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children's understanding of the routines of the club and children show that they have embedded this over time. For example, staff provide equipment and places for children to store their belongings. Children have learned to take care with their belongings and hang up their coats and bags on their arrival. They show great kindness and consideration of others. Even the younger children help each other with tasks, such as fastening up their fancy-dress clothes. They have confidence to ask for help when they have tried but are not able to resolve a problem themselves.

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Children's welfare and wellbeing Expected standard

The organisation of the routines is seamless. Staff fully understand their roles and responsibilities for safety and welfare, while ensuring children's enjoyment overall and facilitating games and activities. Staff observe each child and understand their personalities and individual needs. Staff receive clear coaching and training to support children with special educational needs and/or disabilities. This enables all children to settle typically well at the club and take the lead in their play and interactions with others. Staff recognise that some children prefer to be more physically active. They engage these children in outdoor activities throughout their sessions.

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Children's welfare and wellbeing Expected standard

Staff promote children's safety successfully, while encouraging children's independence. For example, children know to ask staff if they can go to the outdoor area. Staff then radio through to the staff outside and children make the short walk along the corridor. Children demonstrate that this is a routine that they fully understand and adhere to. Staff provide healthy meals and snacks. Children help to serve each other at snack times, using tongs as they do so. These times are a social occasion with staff sitting with children of mixed ages, talking about their day and chatting with each other. Staff provide role-play areas, enabling children to use their social skills and develop friendships.

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Inclusion Expected standard

There is a friendly atmosphere at the club with a focus on children enjoying themselves outside of the school day. Children have choices about the activities they take part in, both indoors and outdoors. Staff are respectful of children's views. If children run out of time to complete an activity, staff ensure that this is timetabled for the next day. Children share their opinions on the setting, such as through completing simple questionnaires. Staff then reflect on these and act on them, where possible, which supports an inclusive environment. Children generally enjoy the activities on offer and initiate their own play. They seek out the resources they need or games they wish to play. Leaders and staff get to know children well, have high expectations of them and have a positive impact on children's wellbeing.

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Inclusion Expected standard

Staff offer effective support to all children, including those with special educational needs and/or disabilities. Many of the staff work in the school and they mirror the hosts school's support plans for children. This helps to support continuity of care for children. Staff receive support from leaders to use a variety of strategies to communicate in ways that are successful for individual children. This creates an inclusive environment for every child. Younger children mix well with the older ones. They confidently ask for support with aspects, such as filling up their water bottles. Older children show consideration and tolerance for younger children, helping them to understand the rules of a game to ensure fairness.

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Leadership and governance Expected standard

Leaders have developed a clear ethos for the club. They focus on promoting children to play and socialise in a friendly, calm and inclusive environment. Leaders have developed a clear working relationship with the host school. This supports them to understand the needs of the children and their families. Parents and carers report that they have positive relationships with staff. They report that their children are happy and safe at the club. Staff share some information with parents. However, leaders do not always make sure that parents are fully informed about the experiences on offer for their children. As a result, parents are not consistently aware of the activities their children take part in.

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Leadership and governance Expected standard

Leaders follow safer recruitment procedures to help ensure that staff are and remain suitable in their role of working with children. They provide a clear training programme and meet daily with staff to provide guidance and support. This helps staff to develop their skills to enhance the experiences they offer to children and their families. Leaders support staff's wellbeing successfully. Staff comment on the high levels of support they receive, which enables them to be effective in their roles with children. Staff work well as a team and share information successfully to meet children's individual needs.

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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 to the club from their classrooms and show a clear understanding of the routines. For example, they store away their belongings with care and settle to enjoy their snack. Children have opportunities to help serve their friends their snack. These well- established routines include every child and promote a clear sense of responsibility and belonging. Children talk openly with each other and staff throughout their session. They share their experiences from their school day or other aspects. Staff are genuinely

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About this setting

Unique reference number (URN): 2819774 interested in these conversations. They boost children's self-esteem, extend their language skills and enhance their awareness of the needs of others.

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About this setting

Children know the expectations and routines of the club that are gently reinforced by staff. Children receive appropriate guidance about their behaviours. They understand the impact of their possible actions on their safety and that of others. Children are fully respectful of this clear instruction and act promptly, making positive choices to keep themselves safe. Children move around the club with confidence. They select their choice of play from the resources and experiences on offer. Children who prefer to play outside can do so throughout the session, where they practise their ball skills. They show adept skill when shooting the basketball into the hoop.

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About this setting

Indoors, children who prefer a calmer environment choose from creative activities, role play, board games and construction toys. Children benefit from individual time with staff, who willingly play tabletop games with children. They happily include others, who wish to join in the game. For example, a game of stacking blocks or memory lotto flows according to the rules with children, who are easily able to take turns without direction. Children demonstrate great pride in their achievements. They delight in showing and explaining how they made their face masks or sand art creations.

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Next steps

Leaders should ensure they share information with parents and carers, so they have information about the club's activities and their children's experiences.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, parents and carers 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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Address:

Crawley Down Village C E School Hophurst Drive, Crawley Down Crawley RH10 4XA

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00

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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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