Let's Leap @ Brighton College Handcross

Let's Leap @ Brighton College Handcross

Unique reference number (URN): 2845190 Address: Handcross Park School, London Road, Handcross, HAYWARDS HEATH, RH17 6HF Type: Childcare on non-domestic premises Registered with Ofsted: 02/07/2025 Registers: EYR, CCR, VCR Registered person: Lets Leap Sports Academy 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

Leaders have high expectations for all children, including children who may face barriers to their play. Staff are excellent role models and create a calm and respectful play environment. They consistently explain the boundaries of the club and skilfully make any adaptations that children may need. This supports the differing ages and individual needs of the children attending. As a result, all children demonstrate that they feel safe and secure. Staff ensure that any children who may need support with their emotions are quickly identified. They consistently adapt games and activities, which helps them develop their confidence and self-esteem. Staff ensure children receive consistent praise and encouragement when learning new skills, such as driving the go-karts. This inspires children's positive attitudes within their chosen play.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have adapted the club rules for younger children. For example, they have written a holiday club story. This helps younger children to understand what is expected of them and why. Children quickly put their hands up to answer questions, such as where the designated play areas are. This helps children to learn how to keep themselves safe, throughout the routines of the day. Leaders have robust systems to manage children's attendance and punctuality. They follow up any absences and work closely with parents to reduce any barriers to their play.

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Children's welfare and wellbeing Strong standard

Leaders place children's wellbeing at the heart of the club. They regularly monitor and support staff through a rigours training programme. This ensures that policies and procedure are well embedded, supporting children's welfare and wellbeing. Staff are vigilant and ensure that if any planned works are being completed at the school site, that all children are supervised as they move safely between the fun activities on offer. They consistently help children to learn how to keep themselves safe.

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Children's welfare and wellbeing Strong standard

Staff develop trusting and warm relationships with the children that attend. They are highly effective at adapting their practice to meet children's individual health, care and emotional needs. For instance, staff introduce ample physical activities and demonstrate how to use the equipment, supporting those children who may be a little nervous. This approach helps children to develop their confidence, physical abilities and be fully included in the activities on offer.

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Children's welfare and wellbeing Strong standard

Staff ensure that children understand how to promote their hygiene during mealtime and after outside play. Children confidently wash their hands and gather their lunch boxes, developing their independence. Staff sit with children at these social times and talk about the benefits of healthy foods. This helps children develop healthy habits for the future.

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Inclusion Strong standard

Leaders are passionate and committed to driving high-quality inclusive practice across the club. Staff receive a wealth of regular training from both leaders and experts. This helps staff to quickly identify any children with special educational needs and/or disabilities, including children who may face barriers within their play.

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Inclusion Strong standard

Staff's ongoing communication with parents helps them to understand the children and families that attend the club. This helps staff to understand the individual care needs of children that attend. For example, younger children have key staff at the club. This helps any children who may struggle to settle in the club, to form strong relationships with their familiar person. Parents comment on how this approach really supports their children's wellbeing, when they are new to the club.

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Inclusion Strong standard

Staff know children well and make thoughtful adaptations as they play. For example, staff play alongside children as they create 3-D magnetic vehicles. They effortlessly promote conversation between children as they develop their friendships in the club. This supports children's emotions and wellbeing. Leaders have robust systems in place and understand how to work with other professionals, such as health specialists and social care. This ensures that children who may be eligible for any additional funding or support are swiftly identify before they start at the club. This continuity of care ensures that children's individual needs are met at the outset.

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Leadership and governance Strong standard

Leaders are passionate and committed to delivering a high-quality inclusive club. They have an excellent oversight of the club's strengths and any areas of development. For example, they have recently introduced an early years programme to strengthen staff's understanding of how to support the youngest children who attend the club. As a result, free-play activities have been adjusted so that they are purposeful and based around the different ages and stages of development they are caring for. Staff report that this has been highly successful in supporting children in their chosen play.

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Leadership and governance Strong standard

Leaders implement robust safer recruitment procedures, thorough inductions and regular suitability checks help maintain a safe environment for children. They create a professional, positive culture across the club, where all staff are highly complimentary of the leaders. They report that they feel very well supported in their roles and that they very much look forward to coming to work. Staff appreciate the ongoing training, specifically how to support children with special educational needs and/or disabilities, including children who may have barrier in their play experiences.

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Leadership and governance Strong standard

Leaders also develop highly effective partnerships with parents. Parents speak positively about the fun play activities that their children take part in and the various arts and crafts they bring home. Collection and drop off is highly effective, including prompt calls to check children's attendance if they are absent. This helps keep children safe.

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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 eager and happy to start their fun-filled day. They are greeted by the smiling, warm staff and separate from their parents with ease. Children quickly settle into team games in the highly organised environment. They chat with the staff and their friends, demonstrating they feel safe and secure.

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

Children's voice and wellbeing are at the heart of the club, including children with special educational needs and/or disabilities, and any children who may face barriers to their play. Children listen intently to the nurturing staff as they remember and recall how to keep

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Inspector:

Kelly Lane themselves safe in the club. They thoroughly enjoy listening to the story of the club mascot and anticipate what happens next, as they eagerly put their hands up, to offer their ideas and answers.

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Inspector:

Children are very independent and know the well-embedded routines well. Younger children pretend to be aeroplanes flying under and through tunnels, as they move across the site. Older children are mystery walkers, as they role model to their friends how to be a positive member of the club. Children watch with awe, as they try to work out who has been selected to be the mystery walker. These skilful adaptions, in staff interactions, promote excellent behaviours among all ages of children in the club.

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Inspector:

Children benefit from a wealth of safe and organised activities. They know to fasten their helmets before navigating the go-kart track. Children know how to keep themselves safe when they go swimming. They recall the rules, such as no running and using the steps to climb out the swimming pool. Leaders have experts in place, such as trained life guards, to further ensure children's safety.

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Inspector:

Children develop great friendships as they play team games, such as 'go fishing'. They run and laugh as they hide tennis balls under cones from their team friends. Children cheer for each other as they all achieve kicking balls in different coloured hoops. Younger children, and those who are may be a little nervous, are helped to understand the games, with the passionate staff demonstrating how to play. This promotes a real sense of inclusion and trust across the club.

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Next steps

Leaders should ensure continued improvement in the camp's successful work to remove barriers for children who need extra help, to realise a transformational impact on all children's achievement and wellbeing.

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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.

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Address:

Handcross Park School, London Road Handcross HAYWARDS HEATH RH17 6HF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Lets Leap Sports Academy Ltd

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Address:

Operating hours: 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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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