Buzzers Bromley

Buzzers Bromley

Unique reference number (URN): 2781191 Address: St. Marks Primary School, Aylesbury Road, BROMLEY, BR2 0QR Type: Childcare on non-domestic premises Registered with Ofsted: 29/02/2024 Registers: EYR, CCR, VCR Registered person: Buzzers Academies 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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Inclusion Strong standard

Leaders are committed to providing an inclusive environment, where children can access and enjoy the activities on offer. They gather information from parents before children attend and work with families to identify the support children need. Where appropriate, leaders provide personalised support packages, including one-to-one support. They have invested in additional training for staff supporting children with special educational needs and/or disabilities (SEND), so they have the skills and knowledge needed to support a range of SEND needs.

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Inclusion Strong standard

Staff know children well and adapt activities, routines and expectations to meet their individual needs. They understand when children require time to regulate, provide access to quieter spaces, when needed, and support children to participate alongside their peers. Staff use information gathered from parents and their knowledge of children to help ensure that activities and support arrangements meet children's needs. Leaders remove barriers to participation for children with SEND. They work closely with families to identify the support children require and adapt provision accordingly. As a result, children with SEND are able to access activities, engage alongside their peers and participate fully in the experiences available.

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Leadership and governance Strong standard

Leaders have a clear understanding of the strengths and areas for development within the provision and are continually developing the setting to improve children's experiences. They regularly review the quality of the provision and use feedback from children and parents to help shape activities and experiences. Leaders have established consistent routines, expectations and systems across camps, helping to ensure children benefit from meaningful and enjoyable experiences. Leaders maintain positive relationships with parents and the host school. They use these partnerships to help ensure that arrangements run smoothly and that activities meet children's needs and interests.

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Leadership and governance Strong standard

Leaders have effective arrangements in place to monitor and improve practice. They complete regular spot checks and provide staff with feedback on the quality of interactions and overall performance. Leaders use this information to identify areas for development and provide additional support, coaching and training where required. Staff also benefit from role-specific training, including training to support children with special educational needs and/or disabilities.

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Leadership and governance Strong standard

Leaders work closely with staff to reflect on practice and identify opportunities for improvement. They provide ongoing coaching and modelling to support staff's skills and enhance the quality of children's experiences. As a result, staff are supported to develop their practice and children benefit from consistent and enjoyable experiences. Staff speak positively about their roles and are committed to developing their practice and continually enhancing children's experiences.

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Behaviour, attitudes and establishing routines Expected standard

Staff create a warm and supportive environment, where children feel comfortable and enjoy attending the setting. They establish positive relationships with children and provide a clear structure to the day through a balance of free play and organised activities. Children benefit from a wide range of experiences, including sports, such as American football and martial arts, alongside other activities, such as circus skills and cooking. Children shared positive views about their time at the setting and said they enjoy the variety of activities available.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and understand what is expected of them. They listen carefully to instructions, readily help staff recall rules and respond positively to guidance. Children develop positive relationships with one another and encourage their peers during activities. For example, one child told another that they were 'really good at dodgeball'.

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Behaviour, attitudes and establishing routines Expected standard

Leaders recognise the importance of ensuring activities remain engaging for children. During the inspection, a leader identified when children's engagement in a dodgeball activity was beginning to reduce and adapted the session to develop children's skills before returning to the game. This helped children remain engaged and apply their new skills successfully. However, there are occasions when activities are not adapted quickly enough to sustain children's engagement and participation. This means that some children do not benefit as fully from the experiences and skills being promoted.

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Behaviour, attitudes and establishing routines Expected standard

Leaders understand the importance of children attending sessions and provide flexibility to support their participation. For example, they offer additional care before activities begin to accommodate parents' arrangements. This helps children arrive settled and ready to engage in the activities on offer.

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Children's welfare and wellbeing Expected standard

Children build positive relationships with staff, who create a warm and caring environment. Children readily approach staff for help, support and reassurance. Staff know children well and provide encouragement to those who are quieter or less confident. As a result, children appear comfortable, relaxed and happy within the setting.

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Children's welfare and wellbeing Expected standard

Staff promote healthy lifestyles through, for example, the setting's sporting ethos. They encourage children to stay hydrated during physical activities and use snack and mealtimes as opportunities to discuss healthy eating. Children demonstrate an understanding of healthy choices during their play. For example, while creating pretend food during free play, one child explained, 'I made this cake in my magic oven, I only used healthy foods like oranges and carrots.' Staff also used discussions at lunchtime to further support children's understanding of healthy choices.

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Children's welfare and wellbeing Expected standard

Children develop independence throughout the day. They manage their own lunch routines and personal belongings. For example, one child independently swept up food they had dropped without adult intervention. Children generally benefit from a range of physical activities that support their health and wellbeing.

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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 attend a welcoming and well-organised setting, where they quickly settle into the routines of the day. Staff develop positive relationships with children and create a warm environment, where children feel comfortable seeking help and support. Children

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Address:

St. Marks Primary School Aylesbury Road understand what is expected of them, behave well and move confidently between activities throughout the day.

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Address:

Children talk positively about their experiences at the setting and enjoy spending time with their friends. They enjoy the balance of organised activities and opportunities for free play. Children participate enthusiastically in the experiences available to them and enjoy being active throughout the day.

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Address:

Children develop positive relationships with their peers and encourage one another during activities. For example, children gathered to support one another during table tennis games and celebrated each other's achievements. Staff ensure that children with special educational needs and/or disabilities are included and supported to participate alongside their peers. As a result, children benefit from an inclusive environment, where they enjoy their time at the setting, develop confidence and access a range of enjoyable and active experiences.

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Next steps

Leaders should support staff to ensure they adapt activities more effectively to maintain children's engagement and participation.

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About this inspection

The inspector spoke with leaders, staff and children during the inspection. He observed activities, reviewed relevant documentation and considered the views of children.

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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 registered on the Childcare Register. The registered person must ensure that this provision complies with the requirements of the Childcare Register. BROMLEY BR2 0QR Type: Childcare on non-domestic premises

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About this inspection

Registered person: Buzzers Academies 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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