Hopscotch Holiday Club - Holland Road

Hopscotch Holiday Club - Holland Road

Unique reference number (URN): 2838532 Address: West Hove Infant School (Holland Road Site), Holland Road Site, Hove, BN3 1JY Type: Childcare on non-domestic premises Registered with Ofsted: 12/05/2025 Registers: EYR, CCR, VCR Registered person: ACPH Limited

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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 Strong standard

Leaders prioritise children's welfare and ensure staff understand their responsibilities to keep children safe. Before children attend the holiday club, staff gather information from parents and, where appropriate, other professionals about children's communication, routines, medical needs and strategies to support their behaviour. Staff use this information to provide consistent care, respond effectively to children's individual needs and reduce barriers to participation. They work with parents and professionals to use familiar approaches, resources and communication methods that help children understand routines and make choices.

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Children's welfare and wellbeing Strong standard

Staff build warm, trusting relationships with children and provide reassurance when they need it. For example, when a child became anxious about when their parent would arrive, a staff member used a clock to explain the collection time before supporting the child to return to an activity. This helped the child settle quickly and continue playing. Staff promote children's physical and emotional wellbeing through attentive care and effective supervision. They follow individual care plans for children with medical needs, including allergies, provide healthy snacks and drinking water, encourage children to keep themselves safe and support them to recognise and manage their emotions through quiet spaces and sensitive conversations.

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Children's welfare and wellbeing Strong standard

Leaders ensure staff can access key information quickly through a central noticeboard that includes details of the designated safeguarding leads, first aiders and children's individual medical needs. This supports staff who work across the provider's settings to respond consistently to children's needs.

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Inclusion Strong standard

Leaders place inclusion at the centre of the holiday club. Children with special educational needs and/or disabilities (SEND), children with medical needs and children known to social care receive support that is carefully planned around their individual needs. Before children attend, staff gather information from families and other professionals where appropriate. This helps staff understand children's communication, routines, medical needs and any adjustments they may require. Parents knowledge of their child is valued and used to plan support. Important information is shared with staff so that children receive a consistent approach.

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Inclusion Strong standard

Children benefit from familiar staff, who know them well. For example, one-to-one staff often work with the same children across different holiday periods. This provides continuity and stability for children and their families. These strong relationships help children feel confident to try new activities and develop independence. Staff adapt activities and approaches to meet children's needs. For example, staff use communication boards and adapted equipment to help children move between activities and make choices. Adults listen to children and respond to their individual ways of communicating, including non-verbal cues. Staff understand when children need support because they know them well.

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Expected standard

Leaders ensure staff have the knowledge and confidence to support children effectively. Staff receive clear information, guidance and training where needed. This helps them respond appropriately to children's individual requirements. Staff work with families and other professionals to provide consistent support. Leaders continue to improve systems for reviewing support plans and sharing important information with all staff involved in supporting children.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well and show that they understand the importance of being kind and respectful towards others. Staff encourage children to think about how their actions affect those around them and support them to develop positive relationships. For example, during turn-taking activities children are reminded why it is important to take turns. Children are learning to manage social situations, such as negotiating games, sharing resources and resolving minor disagreements. When behaviour does not meet expectations, most staff provide calm guidance and help children reflect on their choices. For example, some staff supported children to think about the impact of unkind words and encouraged them to use more respectful language. Leaders promote the importance of punctuality and regular attendance by working closely with families and ensuring expectations are clear. This helps children make the most of the experiences available at the holiday club.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established some routines and expectations, but these are not yet consistently reinforced by all staff. At times, children need repeated reminders about the appropriate use of resources and how routines, such as tidying up. This can lead to some inconsistency in children's understanding of what is expected. Leaders recognise the need for a more consistent approach and are working to ensure staff use shared strategies to support children's behaviour. This will help children develop stronger routines, greater self- regulation and a clearer understanding of expectations during their time at the holiday club.

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Leadership and governance Expected standard

Leaders have a clear vision for the holiday club and place children's safety, wellbeing and enjoyment at the centre of their work. They understand the needs of the children who attend and ensure staff have the information and support needed to provide a positive experience. Leaders follow robust safer recruitment procedures, including a 2-stage interview process before staff begin working with children. New staff complete a detailed induction and a 6- month review before undertaking activities, such as intimate care. Leaders recognise that some staff have extended periods away from the sector, such as attending university, and provide a full day of training before each holiday camp begins. This includes safeguarding updates and key information about the running of the camp. Staff spoke positively about the value of this training and new staff described the induction process as thorough and supportive. Leaders recognise the need to continue monitoring the impact of staff

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Leadership and governance Expected standard

development on behaviour management. This will help ensure staff use a consistent approach, so children understand expectations and feel safe and secure. Leaders use a range of methods to monitor and improve the quality of the holiday club. They communicate regularly with staff, gather feedback from families and review children's experiences to identify areas for development. Leaders support staff through guidance, discussions and training to strengthen their practice. They have identified priorities that reflect the needs of children attending the holiday club, including increasing opportunities for outdoor learning through activities, such as woodwork and managed risk-taking experiences. Leaders work positively with families, schools and other professionals, where appropriate, to support children. They are committed to continuing to improve the provision and ensure staff have the knowledge, confidence and consistency to provide a positive

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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 experience a welcoming, inclusive and child-centred holiday club, where they are encouraged to make choices, follow their interests and enjoy a range of experiences during the holidays. Children benefit from a wide range of activities that support creativity, physical development and social interaction. They confidently choose activities indoors and outdoors, including creative activities, water play, football, mud kitchen, sand, digging and exploratory play. Children move between activities independently and develop confidence as they explore new experiences at their own pace.

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

Children develop positive relationships with staff, who know them well and value their individual personalities, interests and ideas. Staff spend time talking and playing with children, listen to their views and provide encouragement that helps children feel valued and confident. Children understand routines and expectations, which help them feel safe and secure. Staff provide clear guidance and support children through daily routines, including tidy-up time and mealtimes. Children are encouraged to be kind, respectful and considerate towards others, with staff using calm discussions and reflection to support positive behaviour.

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

Children with special educational needs and/or disabilities (SEND) are supported to take part fully in activities and routines. Staff understand children's individual needs and make appropriate adjustments to support their communication, independence and participation. Children requiring one-to-one support receive personalised support from adults who know them well and build trusting relationships. Staff work with families and other professionals, where appropriate, to understand children's needs and provide consistent support. Children benefit from a safe and nurturing holiday club, where their wellbeing is prioritised, friendships are developed and every child is included, supported and valued.

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Next steps

Leaders should monitor the impact of staff development to ensure consistent approaches to behaviour, routines and interactions. This will help children feel secure, build positive relationships and develop confidence.

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About this inspection

The inspector spoke with leaders, staff and children during the inspection. She took account of the views of parents and carers.

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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

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Address:

West Hove Infant School (Holland Road Site) Holland Road Site Hove BN3 1JY

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Address:

Type: Childcare on non-domestic premises

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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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5 to 10

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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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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