Sunflowers Holiday Club

Sunflowers Holiday Club

Unique reference number (URN): 2798498 Address: Scout Hut, Cockshute Hill, Droitwich, WR9 7QP Type: Childcare on non-domestic premises Registered with Ofsted: 26/09/2024 Registers: EYR, CCR, VCR Registered person: Stirling, Ellena

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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 and staff generally establish clear expectations for behaviour and create a positive environment, where children can relax and have fun. Staff build warm and respectful relationships with children, helping them feel confident and valued. Children are engaged in the broad range of activities available and show positive attitudes as they play and explore together.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have introduced a reward system that recognises children's positive attitudes and behaviour. Children proudly earn charms for their bracelets as they demonstrate kindness, care for others, empathy and other positive behaviours. Staff celebrate children's personal achievements, helping children develop pride in their successes, confidence and positive self-esteem. Leaders create opportunities for children to take on meaningful responsibilities, such as helping to keep the cloakroom tidy, acting as activity helpers and supporting staff to set up activities. Children develop confidence, independence and a sense of belonging within the club community.

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Behaviour, attitudes and establishing routines Expected standard

Leaders monitor children's attendance and work closely with parents and carers to encourage regular participation, particularly for children accessing funded places. This helps children benefit from the full range of opportunities and support available during school holidays.

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Inclusion Expected standard

Leaders generally identify children's individual needs effectively and take appropriate action to reduce barriers to their learning and/or wellbeing. They work closely with parents and carers to gather detailed information about children's interests, routines and individual needs. This helps staff understand children from the outset and adapt experiences so they can participate alongside their peers. Where children benefit from additional support, leaders provide tailored strategies, including one-to-one support, to help children engage confidently in the full range of activities.

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Inclusion Expected standard

Leaders create an inclusive environment, where children with special educational needs and/or disabilities are welcomed and valued. Leaders make thoughtful adaptations, including quieter spaces and sensory resources. This enables children to develop positive relationships, build confidence and enjoy the same opportunities as their friends.

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Inclusion Expected standard

Leaders make effective use of available funding and local authority initiatives to enhance children's experiences and provide additional support for children, who face barriers to their learning and/or wellbeing. They work positively with parents, professionals and schools to help meet children's individual needs. Leaders are currently focusing on strengthening these partnerships so they can develop an even more comprehensive understanding of some children's individual needs before they attend the club. This will enable support and adaptations to be planned even more precisely from the outset.

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Children's welfare and wellbeing Needs attention

Leaders have not ensured that care practices consistently promote children's welfare and wellbeing. Staff do not consistently supervise children while they are eating, remain alert when children move around while eating, or prepare food in ways that minimise the risk of choking. As a result, children are not consistently protected from avoidable risks while eating. Staff do not always encourage good hygiene practices before children eat. Consequently, children sometimes eat without washing their hands, increasing the risk of the spread of infection and reducing opportunities to develop positive hygiene habits. Although these weaknesses do not place children at significant risk of harm, they mean that children's welfare and wellbeing are not consistently promoted.

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Children's welfare and wellbeing Needs attention

Staff build warm and trusting relationships with children and know them well. They provide reassurance and emotional support, when children need help to regulate their emotions, helping them feel secure, settled and confident during the session. Leaders ensure that children's individual health and wellbeing needs are understood and met appropriately. Staff follow personalised care plans, make appropriate adaptations and receive specialist training where required. This helps ensure children with additional health or wellbeing needs receive the care they need to participate safely and comfortably alongside their peers.

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Leadership and governance Needs attention

Leader have not ensured that all staff have received the required early years safeguarding training. However, children have not been placed at significant risk of harm because staff demonstrate an appropriate understanding of safeguarding responsibilities and know how to respond to concerns. Leaders have not evaluated the quality of the provision effectively enough to identify and address weaker aspects of practice swiftly, especially relating to children's welfare and wellbeing. As a result, monitoring and supervision arrangements have not been sufficiently robust to identify inconsistencies in staff practice or address gaps in staff understanding of all their roles and responsibilities.

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Leadership and governance Needs attention

Leaders have provided some training to strengthen staff's understanding of supporting children with special educational needs and/or disabilities. As a result, staff make appropriate adaptations that help children access activities, build positive relationships and feel included within the club. Leaders consider staff wellbeing and consider workload when organising staff roles. They adapt responsibilities, where needed, and provide practical support for staff working in more demanding roles. Leaders establish effective relationships with parents and carers and encourage them to share information about their children's individual needs. They also work with community organisations and local authority initiatives to broaden children's experiences and meet their needs during the school holidays, such as through funded places.

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Compulsory Childcare Register requirements

This setting has not 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 not 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 do not consistently experience an environment, where their safety, health and wellbeing are fully prioritised. Leaders have not ensured that arrangements to promote children's safety, health and wellbeing are consistently effective across the provision. This includes the promotion of healthy eating hygiene routines and ensuring that adults receive comprehensive training so they can implement agreed procedures consistently to keep children safe. Although these weaknesses do not place children at significant risk of harm, they mean that children's welfare and wellbeing are not consistently promoted. Children benefit from the club's inclusive ethos and the broad range of experiences available to them. Children with special educational needs and/or disabilities are welcomed as valued members of the club. They benefit from adaptations that help them participate alongside their peers, including quieter spaces. Children quickly settle into the friendly environment

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

and enjoy spending time with their friends. They use role play to develop their imagination and work together to create their own stories. Children proudly perform in talent shows and eagerly take part in show-and-tell sessions. They are keen to celebrate each other's achievements. Children enjoy riding scooters and taking part in active outdoor experiences that promote their physical development. They express their creativity through activities, such as self-portraits and tie-dye projects. They can access planned trips that broaden their experiences beyond the club.

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

Children build positive relationships with adults, who know them well and provide reassurance when they need additional support. Children generally understand the club's rules. They learn to cooperate with others, negotiate during play and increasingly manage their own emotions with support from familiar adults. Children attend regularly and arrive eager to spend time with their friends. Leaders work effectively with parents and carers to encourage attendance.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare Register and Ofsted intends to take enforcement action.

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Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following action by the assigned date:

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Action Completion Date

strengthen the implementation of children's welfare practices to ensure staff consistently supervise children while they are eating, prepare food safely to minimise the risk of choking, and promote good hygiene practices to support children's health and wellbeing 04/09/2026

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Action Completion Date

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

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Action Completion Date

ensure all staff working with children in the early years age range receive safeguarding training that meets the requirements of EYFS Annex C 04/09/2026

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Action Completion Date

improve monitoring of staff practice and supervision arrangements so leaders identify and address inconsistencies promptly, and staff receive the support 04/09/2026

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Address:

Scout Hut Cockshute Hill Droitwich 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 : 08:00 - 18:00

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Action Completion Date

and training they need to understand and fulfil all aspects of their roles and responsibilities

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About this inspection

The inspector spoke with leaders, staff, children and parents 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. 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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