Sunflowers Holiday Club

Sunflowers Holiday Club

Unique reference number (URN): 2800418 Address: Scout Hut, Cockshute Hill, Droitwich, Worcestershire, WR9 7QP Type: Childcare on non-domestic premises Registered with Ofsted: 03/07/2024 Registers: EYR, CCR, VCR Registered person: Winters, Lisa Jayne

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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 have established clear routines that help children to settle quickly after the school day. Overall, children understand what is expected of them during daily routines. Leaders work closely with parents and carers and the school to promote positive attendance. This ensures any changes to collection arrangements are followed up promptly. This joined-up approach supports children's safety and provides continuity between school and the club, especially when children face any barriers regarding behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established clear expectations for behaviour and routines. These typically support children to behave well and engage positively in the life of the club. Staff use warm relationships, reminders and discussion to help children understand expectations and the reasons behind them. However, these approaches are not yet consistently embedded across all play experiences. At times, staff do not consistently reinforce expectations that help children to understand how more energetic play can affect the play and enjoyment of others, including children who choose quieter activities. As a result, children do not receive consistent support to develop a deeper understanding of respectful behaviour and consideration for others during some aspects of their play.

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Behaviour, attitudes and establishing routines Expected standard

Leaders use their knowledge of children's interests and individual needs to plan the play environment with resources that reflect what children most enjoy, such as construction, creative experiences and role play. This helps children to engage positively in the life of the club.

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Children's welfare and wellbeing Expected standard

Leaders generally ensure staff understand children's individual health and medical needs and implement agreed care arrangements. This enables children with medical needs to participate safely and fully alongside their peers, reducing barriers to their participation.

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Children's welfare and wellbeing Expected standard

Leaders typically respond effectively to changing circumstances to promote children's welfare. During periods of excessive heat, staff adapt routines by encouraging children to drink regularly, applying sunscreen before outdoor play, providing planned stops in shaded areas during the walk from school and using cooling fans to help children regulate their body temperature. They further promote children's wellbeing, such as offering fruit and yoghurt- based ice lollies and introducing water play so children can cool themselves.

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Children's welfare and wellbeing Expected standard

Leaders and staff generally support children's emotional wellbeing effectively. For example, they provide dedicated spaces where children can regulate their emotions and take time away from the busy environment when needed. Children can independently access the 'regulation station' or use a quieter space. This helps them to recognise and respond to their own emotional needs.

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Children's welfare and wellbeing Expected standard

Leaders create a caring environment, where staff recognise and respond well to children's welfare needs. However, staff do not consistently use everyday play experiences to help children develop a deeper understanding of assessing and managing risk for themselves. As a result, children do not receive consistent support to strengthen their awareness of how to keep themselves and others safe during play.

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Inclusion Expected standard

Leaders typically identify children's individual needs through effective partnership working with parents and carers, schools and, where appropriate, other agencies. Leaders gather detailed information about children before they start attending. They review children's needs regularly, enabling leaders to identify emerging barriers to children's wellbeing and participation. Staff work closely with families and school staff to develop consistent approaches that support children across different environments.

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Inclusion Expected standard

Leaders generally demonstrate a positive commitment to inclusion. They adapt the provision to meet a wide range of needs, including providing quieter spaces, sensory experiences and additional communication approaches where appropriate. Leaders understand how to access additional funding to strengthen resources, staffing and targeted support. Leaders carefully plan for children with medical needs so they can participate safely alongside their peers.

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Inclusion Expected standard

Leaders recognise that children may experience a range of barriers to participation, including children being new to the country or speaking English as an additional language. They work closely with families to understand children's individual circumstances. Staff adapt support to help all children to participate fully in the life of the club.

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Inclusion Expected standard

Leaders provide practical support for families by signposting them to services and support within the local community when needed. This helps to reduce barriers to children's wellbeing and enables them to participate fully in the life of the club.

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Leadership and governance Expected standard

Leaders have established a welcoming and inclusive provision that typically responds well to the needs of children and their families. They work closely with parents and carers and the local school to share information to provide continuity for children. Leaders engage positively with the local community. They respond flexibly to changing circumstances, helping to ensure families can continue to access the provision when needed. Parents value leaders' approachable manner and the open and supportive relationships they establish. They appreciate the clear communication and the way leaders work closely with families to understand and respond to children's individual needs.

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Leadership and governance Expected standard

Leaders demonstrate a vision for the future of the setting and continue to identify ways to strengthen practice. They plan improvements that include reorganising the storage of resources, so they are more accessible for children and easier for staff to manage, supporting both children's experiences and staff wellbeing.

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Leadership and governance Expected standard

Leaders maintain mandatory training and demonstrate a positive commitment to their own professional learning. They recognise that extending their playwork expertise will further strengthen children's experiences. However, leaders have not yet made the best use of ongoing professional development to extend staff's practice beyond mandatory training. As a result, opportunities to further enhance children's experiences are not yet fully realised.

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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 from school and receive a warm welcome into this friendly setting. The journey back to the club is a positive experience, where children chat confidently with staff and each other. They laugh together and enjoy playful conversations, such as rhyming games using their names. Well-established routines help children to understand what is expected of them as they walk safely through the local community. Children show respect for others and using safe road-crossing points. These familiar routines help children to feel secure and ready to enjoy the rest of their afternoon.

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

Children quickly settle with their friends and confidently choose from a range of activities that reflect their interests. They enjoy opportunities to be creative, imaginative and active, alongside quieter spaces, where they can relax after the school day. Children quickly settle with their friends and confidently choose from a range of activities that reflect their interests. They independently decide how to spend their time, such as choosing to colour, create and play alongside their friends. Children enjoy opportunities to be active. They confidently navigate the space on wheeled toys that encourage them to coordinate and control their bodies as they change direction and move safely around others.

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

Children with barriers to their wellbeing and those who require additional support are included successfully in the life of the club. They develop positive relationships with their peers and adults. Staff help them to feel that they belong and can participate fully in the experiences on offer. Children know that staff value what matters to them. They proudly share their ideas, artwork and interests, helping them to develop confidence and positive relationships. Children benefit from close partnership working between parents and carers, the school and the setting. Changes to attendance are followed up promptly so children arrive safely.

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Next steps

Leaders should extend professional development beyond mandatory training so their identified priorities strengthen playwork practice and continue to enhance children's experiences. Leaders should develop a more consistent approach to helping children understand expectations, consider how their behaviour affects others and develop their understanding of age-appropriate risk during everyday play.

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About this inspection

The inspector spoke with leaders, staff, children and parents and carers 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:

Scout Hut Cockshute Hill Droitwich Worcestershire WR9 7QP

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: 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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