JC Sports Holiday Camps at Steep Primary School

School

Unique reference number (URN): 2780083 Address: Steep C Of E Primary School, 95-97 Church Road, Steep, Petersfield, GU32 2DE Type: Childcare on non-domestic premises Registered with Ofsted: 09/02/2024 Registers: EYR, CCR, VCR Registered person: JC Sports Online 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 positive role models and display respectful behaviour between each other. They have established routines and rules, which allows children to fully understand the expectations of the club. This helps all children to feel settled and secure, helping to promote their confidence and self-esteem. Children display exemplary behaviour. They understand the behaviour rules of the club, such as using, 'kind hands, kind feet and kind words'. Children follow instructions carefully. For instance, when asked, children line up sensibly, waiting to go into the outside area. Staff regularly remind children of the need to keep themselves safe and children listen respectfully. This helps all children to keep safe and secure.

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Behaviour, attitudes and establishing routines Strong standard

Children display tremendous, respectful relationships. Older children help younger children and fully involve and encourage them when playing a challenging game. They are friendly and helpful towards each other. Staff are positive role models and laugh and joke with the children and each other. They listen to children respectfully and ask them for their opinions and thoughts. Staff ask purposeful questions in order to encourage children's thinking, such as asking them how they could adapt an obstacle course to make it more challenging. Children concentrate well and discuss with friends what changes they could make. This encourages children to develop their communication and independence skills.

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Behaviour, attitudes and establishing routines Strong standard

Leaders work closely with parents and the local schools, to best support all children's wellbeing. Leaders accurately monitor children's attendance to ensure the safety of all children, including those children who have not arrived as expected. For instance, if children do not attend for a booked session, staff liaise with parents and emergency carers to check children's wellbeing.

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Children's welfare and wellbeing Strong standard

Staff promote children's understanding about the importance of eating nutritious food and leading healthy lives at snack and lunchtimes. Staff promote children's wellbeing and confidence by encouraging their communication and thinking skills. Children and staff have funny discussions about different types of berries, such as strawberries and blueberries. They suggest what the name of these fruits might be if they could not use the word 'berry'. Giggles fill the hall as they give comical suggestions. Children compare the contents of their lunch boxes and confidently discuss their preferences. This helps to promote their communication skills and self-esteem.

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Children's welfare and wellbeing Strong standard

Staff provide a safe and secure environment for all. Children thrive as they participate in stimulating activities, such as scavenger hunts. They demonstrate an impressive sense of independence and team work as they work together to find selected items on a list. Staff increase children's enjoyment even further as they ask children to select items to find on the next round of the hunt. Children take their time to think about what they could find and suggest items, such as flowers and rocks. Children show affection to staff as they smile, chat away and laugh with them. Key staff support younger children and they know them remarkably well. This helps them to feel safe and secure at the club.

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Inclusion Strong standard

Children with special educational needs and/or disabilities and those who are known, or previously known to children's social care are consistently supported well. Leaders have successfully created a highly inclusive club, where all children are welcome. Staff work closely with parents and school teachers to understand all children's individual needs and preferences. Parents fill out an extremely detailed enrolment form before their children start at the club so staff can make any adaptations prior to them starting. For example, children are able to attend shorter sessions if necessary. Staff adapt the routine and environment to allow all children to have the best opportunities. Staff sit with individual children to support them if needed on a one-to-one basis. They encourage children to talk about their feelings and why they are feeling the way they are that day. This helps all children to feel welcomed

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Inclusion Strong standard

Leaders are thoroughly proud of the close links they have developed with the on-site school and another local school. Staff receive training and development to support all individual children's needs. They share important information and communicate on a consistent basis about the children, any concerns or any updates. This allows them to share information consistently and keep up to date with children's circumstances. Therefore, children benefit from continuity in their care and support.

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Leadership and governance Strong standard

Leaders have a thorough system in place to mentor staff well. They have a wide variety of support and training in place to allow staff to develop their skills and fulfil their job roles. Leaders rigorously monitor the effectiveness of the club, its areas for improvement and areas still to develop. For example, they wish to further develop a support system for other professionals. Leaders continuously review policies, procedures and risk assessments to ensure the best for all children.

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Leadership and governance Strong standard

Leaders have designed robust recruitment procedures to ensure staff are suitable to work with children, and continue to be so. Leaders provide staff with one-to-one support, an online support platform, team meetings and training to help them develop their skills. For example, a recent in-house training day with all of the staff helped them to upskill and further develop their already solid knowledge of how to keep children safe. Staff feel extremely supported by leaders and confident to seek support as needed. Leaders are mindful of staff workload and all staff immensely enjoy their time working at the club.

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Leadership and governance Strong standard

Staff know children and their families extremely well. They adapt routines and staff to ensure that all children are able to attend the club with the best possible support in place. Parental partnerships are consistently effective. They comment that they receive a high level of communication and that staff are friendly and helpful. Parents say that their children very much enjoy coming to the club and that they feel they are safe and secure there.

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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 eagerly arrive at the club with huge smiles on their faces. They quickly seek out friends and greet them excitedly. Children place their belongings down and sit themselves down, before listening and agreeing to the rules of the club. They then ask staff what activities are on offer today, and cheer when they hear that their favourite activities are available. Children confidently chat away to staff and show affection towards them, saying, 'You are my favourite coach.' They laugh and lightly tease as they say that one member of staff reminds them of a pineapple! This demonstrates that they feel safe and secure at the club.

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

Children say that they have a great time at the club. Some explain that this is because they can play with their new friends outside. They eagerly listen to staff as they explain a new reward system. Staff explain that children can work towards a golden sports certificate if they demonstrate core values of safety, positivity, ownership, respect and teamwork. Children respond enthusiastically and say that the rewards system sounds amazing. Children demonstrate a sense of belonging and increasing self-confidence.

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

Children relish being physically active. They are competitive and work well in teams, when taking part in a treasure hunt. Older children help younger children to participate by helping them to locate their designated coloured beanbags. Children play enthusiastically and friends and staff cheer each other on. The club has a variety of interesting resources that reflect all children's interests. Staff make adaptations to suit the individual needs of all children who attend, ensuring they feel welcomed. For example, staff have devised a quiet area at the club for those children who prefer a quieter space. Staff encourage children to stay hydrated and keep their water bottles topped up. Children respond well, knowing it is to keep them safe and healthy.

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

Parents are extremely happy with the care their children receive from staff. They say that their children have a great time at the club and always love attending. Leaders explain to

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Address:

Steep C Of E Primary School 95-97 Church Road, Steep Petersfield GU32 2DE

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday : 08:30 - 16:30 parents the importance of attending the club regularly and they follow up any unexplained absences promptly. This helps to support children's safety and wellbeing.

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Next steps

Leaders should ensure continued improvement in the setting's work supporting a range of professionals, to help realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, staff, parents 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. Local authority: Hampshire

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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