Leicestershire Satellite Centre

Leicestershire Satellite Centre

Unique reference number (URN): 2786866 Address: Markfield Community Centre, Mayflower Close, Markfield, LE67 9ST Type: Childcare on non-domestic premises Registered with Ofsted: 03/05/2024 Registers: EYR, CCR, VCR Registered person: ME Sports in the Community CIC

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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

Children typically behave well and understand the club's clear expectations. Leaders take a proactive approach to behaviour and routines. They ensure staff apply boundaries that help children to feel safe and secure. Staff know children well. They build warm and positive relationships with them. This helps children to settle quickly and engage confidently in activities.

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Behaviour, attitudes and establishing routines Expected standard

Staff model respectful behaviour and use calm and inclusive approaches. Children listen carefully, follow instructions and take turns during games and group activities. Younger children receive sensitive support to help them join in. Older children show independence and take responsibility for their actions. When minor disagreements happen, staff help children to resolve these calmly. This supports children to develop positive relationships and social skills.

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Behaviour, attitudes and establishing routines Expected standard

Leaders monitor children's expected attendance patterns carefully. They follow up unexplained absences promptly to support children's welfare and wellbeing. Staff manage routines well throughout the session. Children benefit from clear structure and expectations. This helps them to feel confident and secure.

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Behaviour, attitudes and establishing routines Expected standard

Children with special educational needs and/or disabilities, disadvantaged children and those known to social care are in the main included fully in the club. Staff adapt their expectations to help all children participate successfully. As a result, children enjoy a calm, respectful and positive environment.

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Children's welfare and wellbeing Expected standard

Leaders have a clear approach to children's welfare and wellbeing. The premises are secure, with controlled entry and a designated holiday club area. This helps to maintain safety throughout the day. Staff follow established procedures for fire safety, hygiene, supervision, accident recording and medical needs. They understand risk assessments well and routinely apply them. For example, staff check all areas before use, including assessing the temperature of artificial grass and removing hazards before outdoor games.

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Children's welfare and wellbeing Expected standard

Staff develop warm and trusting relationships with children and engage with them in play. Children settle quickly, feel emotionally secure and participate confidently in activities such as puzzles, drawing and group games. When children become upset, staff provide calm reassurance and adapt support so all can take part successfully. Children with special educational needs and/or disabilities, those who are looked after and children with medical or dietary needs receive effective support. Staff know children well and share information clearly to meet children's individual needs.

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Children's welfare and wellbeing Expected standard

Staff promote children's independence well. Children manage their belongings, follow routines and understand safety messages, such as about handwashing and sun safety. Transitions between activities are smooth and orderly. Children enjoy regular physical activity in outdoor spaces, including football and running games. This supports their physical wellbeing and helps them to release energy. Meals are provided in the club, including hot options and fruit, which children enjoy. However, leaders and staff do not work with parents to support children's healthy eating choices. This means some children bring snacks such as chocolate, crisps and sweets from home. This does not consistently support children to understand about the benefits of a nutritious diet.

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Inclusion Expected standard

Leaders create an inclusive and supportive environment. They understand children's individual needs well and work to reduce barriers to children's participation. Staff know children and families well. They respond sensitively to children's individual circumstances. Staff generally support children with special educational needs and/or disabilities (SEND) through adapted activities, predictable routines and warm relationships. Children with SEND are included fully in the club and join in confidently with their peers.

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Inclusion Expected standard

Leaders and staff have completed some training to strengthen their knowledge and understanding of how to support children with SEND. However, leaders do not consistently provide staff with precisely targeted and ongoing guidance. This means staff do not consistently adapt activities and the environment as effectively as possible. Partnerships with external agencies are also not yet fully developed to help children with SEND engage fully in activities.

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Inclusion Expected standard

Leaders support disadvantaged children well. They use funding effectively to provide enriching experiences and meals. This helps children to access the same high-quality opportunities as their peers. Leaders understand the needs of children who are known, or previously known, to children's social care. Staff respond sensitively to their individual circumstances.

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Inclusion Expected standard

Staff also support children who face other barriers to their learning or wellbeing. They offer reassurance, provide choices and use flexible approaches to help children participate confidently. As a result, children feel valued, included and secure.

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Leadership and governance Expected standard

Leaders show a clear commitment to providing high-quality care and support for all children. They understand the strengths of the provision and the needs of the local community. Leaders review systems regularly and make changes to improve children's experiences. They plan activities that reflect children's interests. Leaders also involve children in planning. This helps ensure activities are meaningful and keeps children overall engaged. Children speak positively about the club and enjoy attending.

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Leadership and governance Expected standard

Leaders follow safer recruitment procedures effectively. This helps to keep children safe. They complete ongoing suitability checks and ensure staff sign a code of conduct. Leaders understand their safeguarding responsibilities. They manage complaints and safety procedures confidently.

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Leadership and governance Expected standard

Leaders support staff wellbeing well. Staff receive regular supervision sessions and check- ins. They say they feel supported and valued. Leaders provide training and encourage staff to develop their practice. They understand staff strengths and use this knowledge to guide support. However, supervision sessions are not yet sharply focused on helping staff to adapt activities more effectively for children with special educational needs and/or disabilities. This limits how well some children are supported to engage in activities.

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Leadership and governance Expected standard

Leaders build positive relationships with parents and carers and the wider community. They share information clearly and provide daily updates. They work with external partners, including the police and health professionals, to support children's understanding of safety and wellbeing. Leaders have high expectations for all children and staff. They are ambitious for continued improvement across the club.

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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 and enjoy their time at the welcoming holiday club. Staff greet children warmly. They talk with them about their morning and help them to feel valued from the moment they arrive. Children settle quickly. They confidently choose from a wide range of activities, including table football, table tennis and puzzles. This supports children to feel safe, secure and emotionally settled. During registration and their play, children show growing independence as they make choices about what interests them. Staff plan circle time activities, such as ice breaker games and activities where children roll balls to recognise each other's names. This helps children to get to know one another and develop a sense of belonging in the club.

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

Children engage enthusiastically in the activities available. Staff provide a balance of sporting games and creative opportunities, including crafts, drawing and construction activities. Children enjoy bowling games and cheer one another on as they aim to get closest to the jack. Others concentrate carefully while completing trickier jigsaw puzzles or drawing portraits with friends. Staff use these opportunities well to talk with children, strengthen positive relationships and encourage conversations. Children speak confidently to visitors about what they enjoy at the club. They describe how they make new friends.

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

Children remain active throughout the day. They take part enthusiastically in football, hoop games and physical games. Children respond well to staff's clear instructions and encouragement. Staff support children to understand how to keep themselves safe in the sun. For instance, they talk about the importance of hats, sun cream and choosing cooler times of the day to play outdoors.

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

Children behave well. Staff set clear expectations and use gentle reminders to help children understand boundaries and cooperate with one another. Children with special educational needs and/or disabilities and those from disadvantaged backgrounds are fully included in the club. Staff know children well. They provide effective support to help them access and enjoy all aspects of the club.

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Next steps

Leaders should provide more targeted and ongoing training so staff can adapt their practice more effectively and work more closely with external agencies to ensure children with special educational needs and/or disabilities fully engage. Leaders should further promote children's health by reviewing snacks brought from home and working with parents and carers to ensure these consistently support healthy choices.

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About this inspection

The inspector spoke to leaders, staff, children and parents during the inspection.

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Address:

Markfield Community Centre Mayflower Close Markfield LE67 9ST

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: ME Sports in the Community CIC

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 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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Age range of children at the time of 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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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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