The Little Gym Wimbledon

The Little Gym Wimbledon

Unique reference number (URN): 2805616 Address: The Little Gym, Unit 206/207, Wimbledon Quarter, 4 Queens Road, Wimbledon, SW19 8ND Type: Childcare on non-domestic premises Registered with Ofsted: 17/09/2024 Registers: EYR, CCR, VCR Registered person: Kids Gym 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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Behaviour, attitudes and establishing routines Expected standard

Staff create a calm and positive atmosphere where children know what is expected of them. They use simple rules about staying safe, asking staff when they need a drink or want to use the toilet, and having fun. Staff give children praise and encouragement during activities, including when they try a new challenge. This helps children feel successful and encourages them to take part and persevere.

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Behaviour, attitudes and establishing routines Expected standard

Staff use familiar songs, clapping and simple instructions to help children move smoothly between activities. They give children a warning before it is time to finish and use a tidy-up song to help children know what to do next. Children respond well to these routines and help to put away their own belongings and resources. This gives children a clear sense of what is happening and helps the session run calmly.

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Behaviour, attitudes and establishing routines Expected standard

Staff notice when children find it harder to concentrate or join in and provide support to help them take part. For example, staff encourage children who move away from a game to rejoin and use praise when children make an effort to participate. Staff also talk with children about their feelings and use activities such as stories to help children who become unsettled to calm down. Leaders promote regular attendance and work flexibly with families to support children to attend, including offering different session times to meet families' needs. Children benefit from the continuity of attending the setting regularly, helping them become familiar with routines, staff and other children. This helps children manage changes, remain involved and enjoy their time at the club.

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Children's welfare and wellbeing Expected standard

Children are cared for in a welcoming environment where staff are attentive to their welfare and individual needs. Staff notice when children become unsettled and respond sensitively, using calm activities and reassurance to help them feel secure. Staff remind children about handwashing and talk with younger children about keeping their hands clean. Children are encouraged to manage their own belongings and put away their snack boxes when they have finished. This helps children develop confidence in looking after themselves and taking responsibility for their routines.

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Children's welfare and wellbeing Expected standard

Leaders have clear arrangements to manage children's allergies and medical needs. Information is gathered from parents, shared with staff and displayed so that relevant needs can be identified easily. Staff check lunchboxes for allergens, use wristbands to identify children with allergies and know where emergency medication is kept and how to use it. These arrangements help to reduce risks and support children to enjoy the club safely. Leaders recognise the importance of promoting healthy and safe eating and have taken steps to support this, including reminding staff to encourage healthier choices before treats. However, leaders do not yet work closely enough with parents to promote and guide healthier food choices from home, and expectations are not yet consistently reflected in the food children bring to the club. As a result, there are fewer opportunities to consistently support children to develop an understanding of healthy lifestyles and how these contribute

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Inclusion Expected standard

Children with special educational needs and/or disabilities (SEND) are supported to take part in activities and routines at the club. Staff adapt how they work with children so they can communicate, understand what is expected and feel comfortable in the busy environment. For example, staff use familiar songs and simple instructions to help children understand what is happening next, while visual prompts and quieter activities help children who find noise or changes in routine difficult. This helps children feel settled and confident and supports them to join in and build positive relationships.

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Inclusion Expected standard

Staff receive regular training to develop their understanding of SEND and have opportunities to discuss children's needs with the special educational needs coordinator. They also speak with parents about what works well for their child at home or at school and use this information to support their care. Leaders gather information about children's additional needs through registration forms and conversations with families and contact parents where needs are known. However, leaders do not always ensure that this information is gathered sufficiently in advance for it to be shared with all relevant staff before children arrive. As a result, staff do not always have the opportunity to consider children's needs and the approaches that may support them before the session begins.

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Leadership and governance Expected standard

Leaders regularly reflect on children's experiences. They keep up to date with changes to guidance and legislation and use staff meetings, training and feedback from managers to improve practice. Leaders provide staff with regular opportunities to develop their knowledge and skills. This includes training in supporting children with special educational needs and/disabilities, sensory awareness and the specific requirements of the gym environment. This helps staff to develop their knowledge and confidence and supports them to meet children's needs.

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Leadership and governance Expected standard

Leaders support staff through regular opportunities to discuss their work and receive feedback. Managers observe practice and provide feedback during the day, while staff take part in regular meetings and end-of-day discussions. Leaders also provide support for staff wellbeing, including access to counselling and help with managing stress and anxiety. This helps staff feel supported in their roles and contributes to a positive working environment.

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Leadership and governance Expected standard

Leaders value parents' views and use their feedback to shape the club. They have extended operating hours in response to parents' requests, including introducing an early drop-off session. Leaders also gather parents' views through surveys, complaints and reviews and use this information to understand children's experiences. This helps the setting respond to families' needs and supports children to attend and take part regularly.

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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 take part enthusiastically in a range of physical activities. They balance on a beam, swing on a bar and complete obstacle courses, developing their balance, coordination, strength and control. Some children work through the early stages of front or back flips using a large round block to support their movements. Others are further along and complete the movement with less support. Games such as 'avoid the lava' give children opportunities to develop their skills in a fun way, while challenges such as completing the course backwards

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About this setting

Unique reference number (URN): 2805616 encourage them to keep trying. Children show pride in what they can do and build their physical skills through repeated attempts.

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About this setting

Children also have time to choose what they would like to do. During quieter parts of the session, they build towers with blocks, play dominoes and share stories. They have opportunities to be creative through role play, mark making and building their own models with magnetic construction materials. Children use different resources in their own ways and share their ideas with others. This gives them opportunities to use their imagination, follow their interests and work at their own pace.

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About this setting

Children build positive relationships with staff and feel comfortable in the setting. Those who attend regularly become familiar with the structure of the day and confidently seek out staff they know well. Children with special educational needs and/or disabilities take part alongside their peers and develop confidence in activities and routines. Children who are new to attending independently settle into the setting and begin to form friendships through shared activities. These positive relationships help children feel secure and give them a clear sense of belonging.

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Next steps

Leaders should strengthen arrangements for gathering and sharing information about children's individual needs before they attend, so that all relevant staff are informed and prepared to support children from the start of the session. Leaders should work more closely with parents to promote healthier food choices from home and support greater consistency in children's healthy eating routines at the setting.

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About this inspection

The inspector spoke with the leaders, 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.

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Address:

The Little Gym Unit 206/207 Wimbledon Quarter 4 Queens Road Wimbledon SW19 8ND

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 16:00

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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

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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