Whissendine Holiday Club

Whissendine Holiday Club

Unique reference number (URN): 2795430 Address: Whissendine Sports Club, Melton Road, Whissendine, Oakham, LE15 7EU Type: Childcare on non-domestic premises Registered with Ofsted: 11/07/2024 Registers: EYR, CCR, VCR Registered person: Horn, Hayley

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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 establish a generally calm and positive environment, where expectations for behaviour are shared with children at the start of each session. Children behave well, engage readily in activities and demonstrate an understanding of routines. For example, they work together to tidy away resources and respond to instructions to put equipment away or gather as a group. This supports the smooth running of the provision.

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Behaviour, attitudes and establishing routines Expected standard

Children are reminded of 'our rules' at the beginning of the day, including expectations around kindness, sharing and looking after resources. Staff promote a culture of care and respect and encourage children to resolve minor disagreements calmly. However, expectations are not always reinforced consistently. For example, children are not always reminded to handle resources appropriately and, on occasion, some children use blaster guns inappropriately by pointing them towards peers and staff. This does not reflect the setting's expectations for safe and respectful behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Staff use clear signals, such as a whistle, to gather children and children respond appropriately to these routines. The balance of organised games and free-choice play supports children's engagement and positive attitudes. Children collaborate well during activities, such as den building, stone painting and team games, helping them develop social skills and friendships.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work in partnership with families to promote regular attendance and ensure children are able to participate fully in the opportunities available. Staff take account of children's individual needs and provide support, where needed, to help them meet behavioural expectations and engage successfully alongside their peers.

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Children's welfare and wellbeing Expected standard

Care practices support children's individual needs effectively and contribute positively to their welfare and wellbeing. Children are warmly welcomed on arrival and settle quickly into familiar routines, demonstrating that they feel safe, secure and confident within the setting. Staff build responsive, caring relationships with children, helping to foster a clear sense of belonging and emotional security.

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Children's welfare and wellbeing Expected standard

At the start of each session, children come together to revisit agreed rules, with a focus on kindness, sharing and looking after resources. They take part in group games, such as 'fruit salad', which support turn-taking and help children understand expectations in a playful and engaging way. These routines help children settle quickly and feel included.

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Children's welfare and wellbeing Expected standard

Children are supported to develop healthy lifestyles. They wash their hands before eating, have access to water throughout the session and are encouraged to make healthy choices. Staff promote good manners during snack times and use praise and gentle reminders to reinforce positive behaviours and self-care routines. Opportunities for physical activity are prioritised. Children enjoy obstacle courses, football and other energetic outdoor games, with staff joining in to encourage participation and teamwork. These experiences support children's physical development and overall wellbeing. Resources such as first-aid kits are positioned appropriately around the setting, reflecting consideration of children's safety and wellbeing.

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Children's welfare and wellbeing Expected standard

The setting promotes an inclusive environment, where children feel valued and supported. Staff help children recognise and manage emotions through positive interactions and consistent routines, contributing to children's emotional wellbeing and helping them develop confidence and resilience.

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Inclusion Expected standard

Children's individual needs are identified through close observation, ongoing communication with parents and effective partnership working with the host school. This helps ensure that support is responsive and appropriate, particularly for children with special educational needs and/or disabilities. Parents report that children are supported effectively to regulate their emotions and are given time and space to settle when needed, reflecting staff's understanding of individual needs.

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Inclusion Expected standard

Leaders promote an inclusive culture, where children are encouraged to participate fully in the life of the setting. Staff adapt activities and provide additional support, where required, enabling younger children and those with additional needs to access experiences successfully. Clear explanations, reassurance and flexible approaches help children manage transitions and engage confidently in activities.

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Inclusion Expected standard

Children are encouraged to make choices about their play and participate at a pace that suits their individual needs. This reduces barriers to participation and supports confidence, independence and emotional wellbeing. Positive relationships with families help ensure that information is shared appropriately and that support remains consistent.

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Inclusion Expected standard

Children's achievements and contributions are valued. Their work is displayed throughout the setting and photos are taken of creations before they are dismantled, helping children feel proud of their efforts and strengthening their sense of belonging.

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Inclusion Expected standard

Children known to social care, disadvantaged children and those facing barriers to learning are welcomed into an environment, where staff work closely with families and other professionals to help ensure their needs are understood and met.

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Leadership and governance Expected standard

Leaders demonstrate a secure understanding of their roles and maintain effective oversight of the provision. Systems are organised well, supporting the smooth day-to-day running of the club and helping to ensure children's safety and wellbeing. Accidents are recorded appropriately and shared with parents in a timely manner, promoting clear communication and consistency of care.

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Leadership and governance Expected standard

Leaders are committed to creating a welcoming environment for children and families. Staff wear name badges, and information about staff roles is shared through the parent handbook. This helps children and parents become familiar with staff and supports positive relationships from the outset.

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Leadership and governance Expected standard

Leaders make decisions that are in children's best interests. For example, recycling initiatives have been introduced to help children develop an awareness of caring for the environment through everyday experiences. Resources are organised accessibly, enabling children to make independent choices about their play.

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Leadership and governance Expected standard

A positive team culture is evident. Staff work collaboratively and communicate effectively to maintain appropriate supervision across the provision. Leaders support staff through regular communication and professional development opportunities, helping to maintain consistent practice.

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Leadership and governance Expected standard

Leaders know the strengths of the provision and continue to reflect on areas for further development. Thorough partnerships with parents, the host school and the wider community contribute positively to children's experiences and support continuity of care.

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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 enjoy attending the setting, they are happy and enthusiastic about activities, demonstrating that they feel safe, welcomed and valued. Warm, positive relationships with staff help children to develop a strong sense of belonging. Staff take time to listen to children and engage in meaningful conversations, which builds trust and confidence. Children's achievements are recognised and celebrated, for example, through displays of their work and of their creations, helping them to feel proud and included.

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

Children enjoy a wide range of experiences, both indoors and outdoors. They participate enthusiastically in obstacle courses, team games, football and games, such as 'stuck in the mud', developing their physical skills and learning to cooperate with others. Children show imagination and creativity as they build dens using tables and chairs, taking on roles, such as security guards and requesting additional resources, including cardboard boxes, to extend their play. Indoors, children enjoy activities, such as LEGO, colouring and bracelet making. They work together on longer term projects, including creating a papier-mâché head for a scarecrow they began making the previous day, demonstrating perseverance, teamwork and pride in their achievements.

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

Children benefit from clear routines and consistent supervision, which help them to feel secure and understand what is happening throughout the session. As a result, children are confident, engaged and able to thrive in an inclusive and supportive environment.

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Next steps

Leaders should strengthen expectations and boundaries during some types of imaginative and active play to ensure children consistently understand and follow the setting's

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Address:

Whissendine Sports Club Melton Road, Whissendine Oakham LE15 7EU

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

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Address:

Local authority: Rutland Council expectations for safe, respectful and considerate behaviour towards others. Leaders should ensure expectations around caring for resources are reinforced consistently throughout the session, while these expectations form part of 'our rules' and are discussed with children, staff should revisit and explain them regularly to help children understand their importance and apply them consistently in practice.

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About this inspection

The inspector spoke with leaders, staff, children and received feedback from parents 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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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. 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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