Rocketeers

Rocketeers

Unique reference number (URN): 2801409 Address: Bohunt Horsham, Bailey Road, Horsham, RH12 6AP Type: Childcare on non-domestic premises Registered with Ofsted: 27/08/2024 Registers: EYR, CCR, VCR Registered person: Kegra 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 Strong standard

Staff are excellent role models and maintain high expectations for all children's behaviour. Leaders have designed secure routines that ensure children understand what comes next during their time at the out-of-school club.

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Behaviour, attitudes and establishing routines Strong standard

Furthermore, staff and children have highly positive relationships. They laugh and giggle together as they play in the outdoor play spaces. Children respond promptly to instructions and easily talk about the different rules that are in place. For example, children understand the importance of playing safely outdoors and respecting their resources. Staff support children to be kind and respectful. For example, they offer children praise and encouragement when they notice how they are sharing and taking turns. Older children make up games and encourage younger groups of children to join in. The overall atmosphere is caring and harmonious.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have clear procedures in place to support parents with attendance to ensure children build a good understanding of routine throughout their week. Staff liaise closely with teachers at the school to ensure any absences have been notified by parents correctly.

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Inclusion Strong standard

Leaders have created highly effective systems to ensure all groups of children feel safe, settled and welcome at this out-of-school club. Staff know their children remarkably well. When children first start at the club, staff gather information about children's current stage of learning and any support they are receiving at school so that they can discuss how best to meet children's needs. This promotes a shared approach to children's care.

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Inclusion Strong standard

Leaders have created specific channels of communication to support children with special educational needs and/or disabilities. For example, they have introduced communication books to share information about children's day and any strategies currently in place for them. Staff also interact closely with teachers and collaborate to create individual plans for children. Through this, children consistently benefit from a shared approach to their care.

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Inclusion Strong standard

Leaders and staff have a secure understanding of how to support all groups of children, including those who might be known to or previously know to children's social care. Staff work closely with parents to support all children and collaborate with the school to support children who may face other barriers to their learning and/or wellbeing.

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Children's welfare and wellbeing Expected standard

Leaders and staff place high priority on children's wellbeing. Most recently, they have focused on increasing children's access to the outdoors so that they consistently benefit from fresh air and exercise after a busy day at school. Staff risk assess knowledgeably and ensure these areas are safe before the children use them.

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Children's welfare and wellbeing Expected standard

Staff do consider children's independence skills, however there are times when the youngest children have less opportunities to do simple tasks for themselves. Leaders have identified this and strive to work towards enhancing staff interactions and increasing opportunities for children to develop these skills further, however these practices are not yet embedded. Children enjoy social situations such as meal times. Together they sit and discuss their exciting weekend activities and favourite foods.

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Children's welfare and wellbeing Expected standard

Leaders recognise that children experience a range of emotions, especially after a long day. They work with children and school professionals to introduce different strategies to support children to discuss the different emotions they might be feeling. Although this practice is not yet fully embedded, staff are mindful and improvement driven to continuously enhance their interactions with children so that their emotional wellbeing is consistently well supported.

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Leadership and governance Expected standard

Leaders are knowledgeable and strive for continuous improvement at this setting. They have clear oversight and work together with staff to evaluate the effectiveness of the setting in delivering the high quality care they intend to provide. For example, leaders carry out frequent session observations and create targeted action plans to drive improvement. Most recently, leaders identified that they wanted to increase access to the outdoor play spaces to improve children's experiences and physical activity.

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Leadership and governance Expected standard

Leaders provide ongoing support for staff. They engage in meaningful supervisions sessions to reflect on their workload purposefully and develop a plan for future training. Staff appreciate the support provided to them and share that their wellbeing is consistently monitored by leaders, through conversations and the offer of wellbeing meetings if requested.

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Leadership and governance Expected standard

Staff typically engage with parents regularly however, there are times when information sharing is less consistent and parents receive limited information about children's activities and experiences during their time at the out-of-school club. Leaders recognise this as a priority for improvement have been focussing on continuing to develop these partnerships so that all children benefit from a joined-up approach to their care.

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Leadership and governance Expected standard

Leaders failed to notify Ofsted of a change in the persons associated with the out-of-school club. However, to date, this has had no impact on children and leaders now understand what they must notify Ofsted about in the future.

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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 gleefully from their classrooms ready to get involved with the after-school routine. They promptly wash their hands and go to the snack tables as they happily engage in conversations with their friends. Children feel safe and cared for. They are warmly welcomed by staff who ask them questions about their school day and their weekends.

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

Children typically access individualised support and tailored activities. Staff get to know children well and therefore plan experiences that are linked to children's interests or what they are learning at school. For example, children have recently been exploring the life of a

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Address:

Bohunt Horsham Bailey Road Horsham RH12 6AP plastic bottle. This topic has captured their fascination and children excitedly discuss their knowledge. Children engage excitedly in the different activities and feel that their contributions are valued as they collaborate with staff to plan what they will do next. Staff consider all groups of children and consider how they might need to adjust their support for younger children and children with special educational needs and/or disabilities, for example.

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Address:

The atmosphere at this out-of-school club is calm and respectful. Children are polite and courteous to one another and follow the excellent examples set to them by staff. Children play collaboratively and are kind to those who might be younger or who may still be learning the expectations set out for them at the club. Children behave remarkably well.

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Next steps

Leaders should support staff to further strengthen opportunities for children to build their independence skills. Leaders should continue to develop their communication with parents to ensure partnerships are secure and information is consistently shared effectively.

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About this inspection

The inspector spoke to parents, children, staff and leaders 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. Type: Childcare on non-domestic premises

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 08:50,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 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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