Good Ground Site 1

Good Ground Site 1

Unique reference number (URN): 2808798 Address: St. Catherines Rc Primary School, Highdown Drive, Littlehampton, BN17 6HL Type: Childcare on non-domestic premises Registered with Ofsted: 25/10/2024 Registers: EYR, CCR, VCR Registered person: Good Ground Childcare 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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Children's welfare and wellbeing Expected standard

Leaders have a clear vision for children's welfare and wellbeing during their time at holiday club. They provide a welcoming environment that is inclusive and aims to broaden children's experiences and inspire their interests. Staff are remarkably nurturing and kind. They support children's emotional security as they settle in and ensure they provide the youngest children with the sensitive support that they need.

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Children's welfare and wellbeing Expected standard

Children generally learn healthy habits, such as knowing to wash their hands before mealtimes. Overall, healthy lifestyles are promoted, however leaders recognise how this could be strengthened further through developing the organisation of routines such as snack time. Staff use opportunities during sporting activities to talk to children about active lifestyles and staff encourage children to have regular drinks breaks.

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Children's welfare and wellbeing Expected standard

Leaders have considered children's different needs when arranging the play spaces and activities. For example, children can sit in the comfy book corner when they are tired from sports or simply need a place to relax. This supports children to feel safe and comforted.

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Inclusion Expected standard

Leaders prioritise an inclusive approach to children's care and systems in place support this. For example, leaders liaise closely with parents to gather a secure understanding of what is in place for children at school. This means children with special educational needs and/or disabilities (SEND) are well known to staff at the setting. Typically, staff share this information between one another so that they know how to best support children's individual needs.

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Inclusion Expected standard

Staff demonstrate some understanding of how to adapt activities for children's different age and stage of ability and generally do this well. For example, during craft activities, staff provide tailored support to those who are younger, as they learn to cut shapes with scissors. Leaders recognise that staff would benefit from further training to enhance their understanding of working with children with SEND.

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Inclusion Expected standard

Leaders and parents work closely to support children's transition to the club, especially for those with special educational needs and/or disabilities. For example, they provide personalised video tours of the provision to help children to feel familiar with the environment before attending.

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Behaviour, attitudes and establishing routines Needs attention

Leaders and staff generally have high expectations for children's behaviour. However, these expectations are not consistently clearly delivered to children by staff. This means that some rules are not fully understood by children and therefore are not followed. Leaders recognise that this needs to be strengthened however, action to improve is not yet impactful. For example, leaders plan to adjust the routine to ensure that children have rules introduced clearly to them at the beginning of the session but this does not happen.

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Behaviour, attitudes and establishing routines Needs attention

Some staff are very new to their roles and do not fully understand the daily routine. This means that when children ask what comes next, staff cannot consistently provide them with this information. Furthermore, routines such as mealtimes, are often chaotic and take a long time because children who are new to the club are unsure when and where they are supposed to eat.

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Behaviour, attitudes and establishing routines Needs attention

Despite these inconsistencies, staff are very friendly and kind. They build close bonds with children. Staff know children well and engage in meaningful conversations with them. Furthermore, children have generally positive attitudes throughout the session. They engage well in activities and enjoy making new friends.

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Leadership and governance Needs attention

Leaders are passionate about the care and nurture they intend to provide for all children. They generally have an awareness of the setting's strengths and weaknesses but the action taken is not precise enough to drive improvement. For example, inconsistencies in training for staff means that not all staff are sure about the behaviour that is expected at the club, such as sharing and taking turns. Furthermore, staff sometimes lack the understanding of what the rules or routines are as this information has not been made clear to them. This means children are sometimes confused about certain expectations and aren't sure what comes next.

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Leadership and governance Needs attention

Staff feel happy and positive in their roles. They enjoy playing with the children and getting to know them. Staff receive mandatory training, such as safeguarding training and food hygiene training. They feel their wellbeing is supported positively by leaders.

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Leadership and governance Needs attention

Parents speak highly of this out-of-school provision. They discuss the tailored support their children receive in attendance at the after school club and the holiday club. Parents feel informed about all the activities that their children get to participate in. Leaders strive to make all children feel welcome and work closely with parents to support their attendance. They work together, to find strategies that support children. Parent partnerships are often highly effective in supporting a joined-up approach to children's 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 arrive happy and excited to attend this out-of-school club. They receive a friendly welcome from staff. Children quickly get involved with the many different activities available to them. For example, they colour, play with toy cars and construct with toy bricks. Children discuss how much they enjoy coming to the club because there are plenty of crafts to do. They build close relationships with staff and talk about their different interests.

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

Overall, children are learning to make friendships with others during their time at the club. For example, children are supported by staff to participate in group games that promote

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About this setting

Unique reference number (URN): 2808798 collaborative play. However, these are occasionally disjointed or disrupted as rules aren't always clearly explained. Leaders are developing high expectations for what children's behaviour should look like at the club. However, behavioural expectations are not always consistently implemented by staff which means there are often times when children do not understand rules or follow them.

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About this setting

Children with special educational needs and/or disabilities (SEND) are supported closely. They participate in activities and typically receive tailored support that is developed from close partnerships with parents. Children who may face other barriers to their wellbeing are also supported closely. Leaders and staff know how to signpost them to external help where necessary.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date:

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Action Completion Date

Leaders should provide all staff with effective supervision sessions and targeted training to increase their understanding of how to deliver behavioural expectations consistently across the provision. 28/08/2026

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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.

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Address:

St. Catherines Rc Primary School Highdown Drive Littlehampton BN17 6HL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Good Ground Childcare ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:10 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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