Beyond the Physical - Immaculate Heart

Immaculate Heart Holiday Club

Unique reference number (URN): 2850448 Address: Immaculate Heart Of Mary Catholic Primary School, 292 Harrogate Road, Leeds, LS17 6SX Type: Childcare on non-domestic premises Registered with Ofsted: 22/07/2025 Registers: EYR, CCR, VCR Registered person: Beyond the Physical 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

Behaviour is excellent. Children and staff demonstrate a great deal of respect for each other. Staff explain rules clearly and support the youngest children by repeating instructions and checking their understanding, especially for children who are still developing their listening skills. Children follow the rules very well. They immediately respond to instructions because staff give concise messages. Transitions between activities and the routines in place are smooth and very well managed.

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Behaviour, attitudes and establishing routines Strong standard

Staff recognise children's work and ideas and frequently provide praise, even if children are not yet precise in their physical skills. Children thrive on this and remain on task for extended periods of time. Staff ensure children have the time they need to plan their own ideas and experiment. This helps them to feel in charge of their own learning and provides them with motivation to keep on trying and exploring their own ideas.

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Behaviour, attitudes and establishing routines Strong standard

At the end of activities, children quickly tidy up and look after the resources. All children, including those with special educational needs and/or disabilities, demonstrate excellent emotional control and clearly demonstrate that they are gaining essential life skills as they build characteristics for effective learning.

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Behaviour, attitudes and establishing routines Strong standard

Planned activities really support children to negotiate, and they discuss their views with friends. Children have many opportunities to take turns and develop their sharing skills. Staff praise them for doing the right thing. Children are polite, making requests when they need things. The atmosphere is very pleasant.

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Children's welfare and wellbeing Strong standard

Leaders gather detailed information about children's personal care needs. This ensures that staff have a comprehensive knowledge of medication needs or allergies. Children drink and eat healthy snacks, and leaders provide workshops to ensure children and families understand how healthy eating and good oral hygiene can support a healthy lifestyle. Staff follow safer eating guidance and sit with young children as they eat.

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Children's welfare and wellbeing Strong standard

Staff ensure children feel comfortable and happy and develop their confidence. They listen attentively to children's views and provide lots of feedback to support learning. Children sing merrily to themselves as they play, demonstrating that they are happy and content. Children that are new to the club settle in extremely well, exuberating confidence and expressing themselves as they get creative.

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Children's welfare and wellbeing Strong standard

Children take care of their own personal hygiene and staff ensure that children take regular rest breaks from physical activity. The relationships between staff and children are nurturing and caring. Children use tools and equipment safely, and older children sensitively support younger children to thrive. Staff rapidly make adaptations to support children with special educational needs and/or disabilities and provide regulation areas that children can use to support their emotional wellbeing. They have created sensory spaces that children can use to satisfy their sensory needs and maintain their emotions.

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Inclusion Strong standard

Leaders gather detailed information about children before they attend the club. Where children have additional support in place in a school setting, leaders discuss this with the special educational needs coordinator of the school. This helps them to put measures in place to support children as they join the club and plan a personalised activity programme. Leaders create pupil profiles detailing children's interests, strengths, medical needs and likes and dislikes. They find out about children's special interests and motivations and this really helps new children to settle into the club. At the end of club periods, leaders share information with the school setting and discuss the progress children have made.

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Inclusion Strong standard

A lot of thought and effort goes into ensuring that children with special educational needs and/or disabilities (SEND) transition smoothly into the club. For example, staff create personalised videos of the setting that children and parents can watch together before visiting. This really builds children's confidence. Children access activities at a level that is suitable for them.

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Inclusion Strong standard

Leaders work with external SEND specialists to deliver specialist training to staff. Every planned activity contains steps to adapt it so that the needs of all children are met. These focus on adaptations to space, tasks and equipment to help children succeed. Activities are highly inclusive. Leaders have recently completed an inclusion event alongside the local school sports partnership in support of children with SEND.

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Leadership and governance Strong standard

Leaders invest in staff development. Staff are provided with an excellent range of training. For example, they have opportunities to attend conferences and visit other countries to learn more and deepen their substantial subject knowledge. This is a real strength, and staff say that they very much value the many opportunities they get for professional development alongside dedicated time to focus on their own learning. Leaders tailor staff training in safeguarding to link to local area safeguarding risks. They frequently monitor staff skills and knowledge and provide feedback for staff. This also informs their future training programme and keeps staff skills and knowledge up to date. Leaders and staff consistently demonstrate that they are highly skilled and experts in their chosen field.

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Leadership and governance Strong standard

Leaders induct staff carefully and have buddy procedures in place for new staff. This helps them to develop their skills and understand the behavioural expectations of the club as they shadow another, more experienced member of the team. Staff overwhelmingly say that leaders are approachable and open. They feel they can go to leaders for support if they need it. Staff say that their workload is very manageable and that leaders take their work– life balance seriously.

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Leadership and governance Strong standard

Leaders work hard to develop close ties with families and quickly understand the needs of children with special educational needs and/or disabilities. They pay particular attention to transition arrangements for these children and produce regular newsletters for parents to update them on events.

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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 flourish in this setting because leaders and staff carefully consider the needs of all children, including those with special educational needs and/or disabilities (SEND). Children are greeted warmly at the start of the session and parents and staff share important

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Inspector:

Ginny Robinson information to help children feel safe and secure. Children happily come into the setting and quickly settle at an activity of their choosing. They concentrate for long periods of time as they build constructions with LEGO or complete jigsaws. Staff chat to children about a range of topics as they play, and children cooperate with others as they come together in their friendship groups.

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Inspector:

Children learn new techniques for physical activity and begin to expand their vocabulary because staff place a focus on key words, such as 'overarm' or 'underarm'. They model how to throw quoits for a target game and this helps children to be successful and enjoy their learning. Children with SEND play happily alongside their friends, fully taking part in all activities. Children confidently build obstacle courses and demonstrate competent ball control. They laugh along with their friends as they make the obstacle courses more complicated and challenge themselves. Older children express their enjoyment as they tell staff how much they like the games they are playing.

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Inspector:

Children explore their own ideas and imagination as they use cones, benches, hoops and other materials to create new games. They respectfully negotiate with each other to assess what they need as they refine their creations and decide on rules.

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Inspector:

Interactions between staff and children are very positive and help to support communication skills. Children take part in long back-and-forth conversations. They concentrate, pay attention, repeat movements and try again. The structure of the activities supports children to build independence and self-select the equipment they need.

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Next steps

Leaders should continue to develop staff knowledge to gain an even more detailed understanding of how to support children with a range of special educational needs and/or disabilities, so that practice is transformational in enabling children to thrive and achieve their full potential.

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About this inspection

The inspector spoke with leaders, staff and children 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:

Immaculate Heart Of Mary Catholic Primary School 292 Harrogate Road Leeds LS17 6SX

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Beyond the Physical Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 15:30

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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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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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