CSS Activities

CSS Activities

Unique reference number (URN): 2821059 Address: Ardingly College, College Road, Ardingly, HAYWARDS HEATH, RH17 6SQ Type: Childcare on non-domestic premises Registered with Ofsted: 24/12/2024 Registers: EYR, CCR, VCR Registered person: CSS Activities 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 Strong standard

Leaders create a calm, welcoming and inclusive environment, where children feel safe, secure and confident. They establish clear expectations for behaviour and routines, ensuring that staff implement these consistently across the holiday club. Staff build warm, trusting relationships with children and get to know them well, enabling them to respond sensitively to individual needs. Leaders ensure that staff adapt their approach for children of different ages and stages of development, including children with special educational needs and/or disabilities. Staff use visual reminders of behaviour expectations, consistent routines and personalised strategies to help children understand expectations, manage their emotions and participate successfully. This thoughtful and consistent approach helps children feel valued, develop confidence and a strong sense of belonging.

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Behaviour, attitudes and establishing routines Strong standard

Children respond positively because they know what is expected of them and feel supported by staff, who understand their individual needs. They demonstrate kindness, cooperate with one another and develop positive friendships through shared experiences. Children show highly positive attitudes as they enthusiastically engage in a wide range of activities, whether developing new cycling skills, building confidence in the swimming pool or creating Mondrian-inspired artwork. Staff encourage children to challenge themselves, celebrate their achievements and support them to persevere when activities become difficult. As a result, children remain focused, behave well and confidently try new experiences. They develop increasing independence, resilience and self-confidence, enabling them to make the most of the rich opportunities the holiday club provides.

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Behaviour, attitudes and establishing routines Strong standard

Leaders monitor attendance effectively and work closely with families to encourage consistent participation where needed. Children arrive happily, settle quickly into the established routines and are eager to join in with the wide range of activities on offer. Their regular attendance helps them build secure relationships with staff and their peers, promoting a strong sense of belonging and enabling them to benefit fully from the experiences the holiday club provides.

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Inclusion Strong standard

Leaders put inclusion at the heart of the holiday club. They gather detailed information about every child before they attend and work closely with families, schools and other professionals to understand each child's strengths, interests and any barriers to participation. Leaders use this information to create personalised support plans, risk assessments and practical strategies that enable staff to respond consistently to children's individual needs. They actively remove barriers to participation by adapting activities, routines and the environment so that children with special educational needs and/or disabilities (SEND), and those experiencing disadvantage or challenges to their wellbeing, can access the full range of opportunities. Leaders work proactively with the local authority, schools and community organisations to secure places and additional support for children who may otherwise be unable to attend, ensuring that families receive the help they need.

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Expected standard

Children thrive because staff know them well and provide highly individualised support that enables them to participate confidently alongside their peers. Staff adapt activities, use visual timetables and prompts, offer reassurance and provide one-to-one support, where needed, so that children experience success and develop increasing independence. They celebrate children's achievements and encourage them to challenge themselves at their own pace, building confidence and resilience. As a result, children develop a strong sense of belonging, form positive relationships and participate fully in the life of the holiday club. Families value the inclusive support they receive and children, who may have previously lacked confidence, become increasingly engaged, independent and enthusiastic participants.

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Leadership and governance Strong standard

Leaders provide clear direction for the holiday club and demonstrate a strong commitment to providing safe, inclusive and enriching experiences for all children. They have a clear understanding of the strengths of the provision and use a range of evaluation methods, including reflection, feedback from children and families and staff discussions, to identify areas for further improvement. Leaders take effective action to improve practice, including highly effective supervision processes, enhancing staff development opportunities and reviewing procedures to ensure children's individual needs are consistently met. Leaders make decisions that place children's welfare, wellbeing and experiences at the centre of the provision. They ensure that children with special educational needs and/or disabilities and those who may experience barriers to participation, receive the support they need to access activities fully. Leaders work closely with families to build strong partnerships, gather

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Leadership and governance Strong standard

relevant information and ensure staff understand how best to support each child. They promote staff wellbeing through clear expectations, effective communication, regular supervision and opportunities for professional development.

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Leadership and governance Strong standard

Staff are well supported through a comprehensive induction programme and ongoing training in key areas, including safeguarding, first aid, behaviour management and supporting children with additional needs. Leaders value staff contributions and use their knowledge and expertise to continually improve the quality of the holiday club. Strong relationships with families help leaders understand children's experiences and respond effectively to their needs. Parents shared overwhelming positive praise for the club and leadership. The holiday club benefits from operating within the familiar school environment during non-term dates, enabling children to feel secure while accessing a wide range of engaging activities and opportunities. As a result, children experience a well-led provision, where they feel safe, included and valued.

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Children's welfare and wellbeing Expected standard

Leaders promote children's wellbeing and welfare through a strong culture of care that underpins every aspect of the holiday club. They work closely with families before children attend to gather detailed information about children's health, dietary, medical and emotional needs, ensuring staff provide consistent, personalised support from the outset. Leaders regularly review practice to ensure children's welfare remains central to the provision and that staff consistently implement high standards of care. They analyse accident and incident records to identify any emerging patterns and take prompt action to reduce risks where necessary. Leaders also review detailed risk assessments for all activities regularly, ensuring that children can participate safely in a wide range of experiences. To strengthen practice further, leaders should provide parents with clearer guidance on healthy eating and suitable lunch box contents to promote nutritious food choices that support children's active

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Children's welfare and wellbeing Expected standard

day. Additionally, staff should consistently engage in conversations with children while eating to ensure children develop long lasting healthy habits.

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Children's welfare and wellbeing Expected standard

Children benefit from attentive, qualified staff, who prioritise both their physical and emotional wellbeing. Staff respond quickly to children's individual needs, providing reassurance, encouragement and calm spaces, when children need time to regulate their emotions. They encourage children to develop independence by managing their personal care, washing their hands, applying sun cream, staying hydrated and taking responsibility for their belongings. As a result, children feel safe, secure and well cared for. They develop confidence, independence and a strong understanding of how to keep themselves healthy and safe while enjoying the full range of opportunities the holiday club provides.

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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 enjoy a fun, welcoming and inclusive experience at this holiday club. Children benefit from the familiarity of the environment while experiencing a range of exciting activities that are different from their usual school routines. They achieve through a broad range of engaging experiences, including swimming, arts and crafts, cycling and forest school activities. Children confidently explore new experiences, develop independence and make choices about how they take part. Staff encourage them to try new activities, build confidence and develop social skills. As a result, children are highly engaged, show good levels of concentration and enjoy spending time with their peers.

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

Staff create an inclusive environment, where every child is valued and supported. Children with special educational needs and/or disabilities (SEND) receive tailored support through individual plans, visual resources and consistent one-to-one support where required. Staff work closely with families to understand children's needs and ensure they can participate fully in activities alongside their friends. Children develop positive relationships with staff and other children, helping them feel welcomed, feel safe and become confident members of the holiday club community.

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

Attendance at the holiday club is good, with many children returning regularly throughout the holiday periods. Families value the flexible provision and children are eager to attend, demonstrating that they enjoy the experiences on offer. Staff monitor attendance effectively and provide a safe, positive and enjoyable environment, where children behave well, follow routines and show respect for others. Children's interests, achievements and individual personalities are recognised and celebrated, helping them flourish and create positive memories during their time at the club.

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Address:

Ardingly College, College Road Ardingly HAYWARDS HEATH RH17 6SQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: CSS Activities Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Next steps

Leaders should ensure that healthy eating guidance is shared regularly with parents to promote consistent messages to support children to develop healthy eating habits. Leaders should consistently engage in conversations with children while eating to ensure children develop long lasting healthy habits.

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About this inspection

The inspector spoke with the manager, 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.

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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

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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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