Superstar Sports Hardmoor

Superstar Sports Hardmoor

Unique reference number (URN): 2833676 Address: Hardmoor Early Years Centre, Leaside Way, SOUTHAMPTON, SO16 3EP Type: Childcare on non-domestic premises Registered with Ofsted: 12/03/2025 Registers: EYR Registered person: Superstar Schools 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 establish clear expectations for behaviour and routines. Staff consistently reinforce these expectations and model respectful behaviour. Children, including those with special educational needs and/or disabilities (SEND), respond positively. They are familiar with daily routines. They move calmly between activities and follow instructions promptly.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate highly positive attitudes to learning. They listen attentively, remain engaged and show enthusiasm for new experiences. They confidently contribute ideas and take pride in their achievements. For example, they proudly show others the musical shakers they have made and confidently demonstrate how they work. Children cooperate well. For instance, during an elephant marching activity, they move together to the rhythm of familiar music and swiftly respond to changes in instructions.

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Behaviour, attitudes and establishing routines Strong standard

Children develop strong and trusting relationships with adults and peers. They are polite and respectful towards others. They share resources and take turns, such as negotiating how long they can use ride-on vehicles before allowing other children to have a turn. During mealtimes, children follow routines extremely well, such as helping to clear away cups and plates. Additionally, they wait patiently during longer routines, such as sun cream application. Staff quickly recognise when routines take longer than expected. They introduce stories to maintain children's engagement. As a result, children listen attentively and remain very settled while waiting.

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Behaviour, attitudes and establishing routines Strong standard

Staff manage behaviour inclusively and sensitively. They know children extremely well. They quickly adapt their approach when children, including those with SEND, require support to manage their emotions. Consistent boundaries, calm interactions and alternatives help children to settle and re-engage successfully.

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Behaviour, attitudes and establishing routines Strong standard

Leaders maintain effective attendance arrangements. They follow up swiftly when children do not attend as expected. This supports children to establish consistent routines and participate fully in the club's experiences.

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Children's welfare and wellbeing Expected standard

Leaders have appropriate arrangements to promote children's welfare and wellbeing. Staff know children well and provide attentive supervision, such as regular headcounts during transitions and supervision during toilet breaks. Parents share information about children's care needs. This supports consistent, tailored care. However, staff do not consistently support children, including those with special educational needs and/or disabilities (SEND) to recognise and manage risks. For example, at times children run down slopes, move too close to others during movement activities and ride vehicles at speed without guidance about avoiding others. As a result, children do not always develop a secure understanding of how to keep themselves safe.

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Children's welfare and wellbeing Expected standard

Children benefit from care routines that promote their health, comfort and independence. They wash and dry their hands. They enjoy healthy food choices, such as fresh fruit. Leaders work closely with the host early years setting to follow established meal routines and guidance, such as arrangements to protect children with allergies. Children have privacy when using the toilet and during intimate care, such as nappy changing. Children who need to sleep can rest in a suitable area supervised by staff at all times.

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Children's welfare and wellbeing Expected standard

Children, including those with SEND, benefit from regular opportunities for fresh air and exercise. They take part in activities, such as ball games and dance. Activities reflect children's interests, ages and stages of development and support their physical development, such as coordination and muscle strength. Staff provide calm and sensitive support, when children need help to manage their emotions.

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Inclusion Expected standard

Leaders gather relevant information from parents and the host setting before children attend. They consider children's development, interests, medical needs and individual circumstances, when planning support. This helps to identify needs, reduce barriers and enable children to participate in activities alongside their peers.

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Inclusion Expected standard

Children with special educational needs and/or disabilities (SEND) are supported by staff with relevant early years and specialist experience. Leaders and staff know children well. They use this knowledge to build confidence and engagement. Children, including those with SEND who find group activities more difficult, are supported through activities that reflect their interests. This helps them to participate and focus.

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Inclusion Expected standard

Leaders work positively with parents and the host setting to share information about children's individual needs. This supports continuity of care and helps staff understand children's starting points and individual needs. Appropriate arrangements are in place for children with medical and allergy needs, such as clear information and close supervision.

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Inclusion Expected standard

Children, including those with SEND, are supported to develop positive relationships and take part in a broad range of experiences. Staff provide calm, sensitive support, when children need help to regulate their emotions. At times, children, including those with SEND, are not consistently supported to recognise and manage risks during physical activities. As a result, they do not always develop a secure understanding of how to keep themselves safe.

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Leadership and governance Expected standard

Leaders provide clear direction and maintain appropriate oversight of the club. They review policies and procedures annually and revisit them, when incidents or changes in practice indicate that this is needed. Leaders meet regularly to review the provision and set aside time for strategic planning. Policies are shared with staff and made available to parents through the club's website. Leaders have a secure understanding of their responsibilities for safeguarding, attendance, complaints and children's welfare. Leaders ensure that staff are suitable to work with children. Safer recruitment checks are completed efficiently. Staff receive robust induction processes. Leaders provide ongoing professional development through mandatory training, annual safeguarding updates and additional training linked to sports coaching. Staff say they feel well supported and confident to approach leaders with concerns. Leaders promote staff wellbeing through regular

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Leadership and governance Expected standard

support, access to mental health first aiders and opportunities for staff to connect socially. Leaders manage workload appropriately and plan activities in advance. Staff are not required to take work home.

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Leadership and governance Expected standard

Leaders work effectively with parents and the host setting. They share relevant information about children before they attend and maintain communication about their care and experiences. Partnerships with the host setting support consistency in routines and practice.

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Leadership and governance Expected standard

Leaders have appropriate systems for monitoring staff practice. However, their monitoring does not always identify when risk-management procedures are not applied consistently during children's physical activities and transitions. This means children do not always receive consistent support to understand and manage risks.

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

Children receive a warm welcome on arrival. This helps them to settle quickly. They are happy, confident and eager to participate. They build trusting relationships with staff and form friendships with their peers. Children, including those with special educational needs and/or disabilities, engage in activities and play alongside others. They confidently approach adults for conversation and support. They enjoy sharing their experiences through discussion. Parents feel welcome and share information about children's individual needs.

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

Children are enthusiastic learners. They enjoy a varied programme shaped around their ages and stages of development and interests. They eagerly join in with music, movement, creative activities and physical play. Children listen carefully to instructions and follow familiar routines well. They confidently share ideas and take pride in their achievements. Children who may require additional support are supported to participate successfully. They develop confidence, independence and skills for their next steps.

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

Children's behaviour and attitudes are a particular strength. They are consistently polite, respectful and considerate. They share resources, take turns and wait patiently, specifically during longer routines. Children cooperate particularly well during group activities. They respond promptly to adults' expectations. Children develop self-regulation skills with guidance from kind and caring staff, who provide sensitive support.

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Address:

Hardmoor Early Years Centre Leaside Way SOUTHAMPTON SO16 3EP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Superstar Schools Ltd Children benefit from consistent care that promotes their welfare and independence. They follow good hygiene routines, make choices about healthy snacks and develop confidence in managing their personal care.

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Next steps

Leaders should strengthen staff practice in supporting children, including those with special educational needs and/or disabilities, to recognise and manage risks and keep themselves safe. Leaders should strengthen their monitoring of staff practice to ensure risk-management procedures are consistently implemented.

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About this inspection

The inspector spoke with children, leaders, designated safeguarding leads, staff 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. Register(s): EYR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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

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

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