The Little Gym Wandsworth and Fulham

The Little Gym Wandsworth and Fulham

Unique reference number (URN): 2770123 Address: The Little Gym, Unit 8, Compass House, Smugglers Way, London, SW18 1DB Type: Childcare on non-domestic premises Registered with Ofsted: 23/05/2024 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 generally communicate clear expectations during daily routines that help children to understand how to behave and engage purposefully in activities. Staff use warm relationships and polite reminders to help children understand their expectations and the reasons behind them. For example, they ask children where their litter goes to keep the activity room tidy.

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Behaviour, attitudes and establishing routines Expected standard

Children receive support to understand how to keep themselves and others safe through respectful consideration of their friends during gym sessions. Staff remind children to work as a team to win a game. Children demonstrate an understanding of these rules by waiting to take turns on the equipment. Children follow instructions to return to the wall to watch the instructors demonstrate the next physical challenges. Staff provide positive feedback by giving children 'high fives', which encourages children to follow these rules.

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Behaviour, attitudes and establishing routines Expected standard

During creative activities, staff model social skills, enabling children to share craft resources. Staff use their key-person knowledge to reflect on what children most enjoy doing, such as building structures with the construction and craft activities. This helps all children to engage positively throughout the session. Leaders are proactive when promoting attendance and safeguarding children's wellbeing. They monitor registers and contact parents and carers if children do not arrive as expected.

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Children's welfare and wellbeing Expected standard

Leaders create a caring environment, where staff recognise and respond to all children's needs. Warm introductions help leaders and staff get to know each child, supporting their welfare and wellbeing from the outset. Staff typically respond with sensitivity when they recognise that new or younger children require time to settle and provide gentle reassurance, enabling them to join physical activities at a pace they feel comfortable with. Staff provide opportunities for children to choose to do alternative calm activities when needed. This supports them to recognise and respond to their own emotional needs.

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Children's welfare and wellbeing Expected standard

Staff use daily gym sessions to help children develop an understanding of assessing and managing risk for themselves, offering support when needed. Children walk along the beam, swing on bars and crawl under obstacles. These physical exercises develop their strength, balance and coordination. This supports children's physical development and wellbeing.

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Children's welfare and wellbeing Expected standard

Staff promote the importance of children washing their hands before mealtimes. They supervise children to ensure food safety is in line with choking guidance. Following these important routines keeps children safe. On occasion, staff and leaders are not consistent when talking to children about healthy food and snack choices to build on their understanding. They do not consistently use snack times to facilitate conversations and build on social interactions between children.

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Inclusion Expected standard

Leaders and staff have established an inclusive culture of supporting children with special educational needs and/or disabilities (SEND). Through close partnership with parents and carers, leaders gather detailed information prior to children starting. Staff use this information to make appropriate adaptations, consider triggers and introduce known strategies that support children's engagement and wellbeing. For example, staff make effective use of the environment, ensuring that children with barriers to their wellbeing can access a quiet area to have time away and prevent over stimulation. This supports children to regulate their emotions.

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Inclusion Expected standard

Enhanced staffing ratios mean that children, who require additional support, benefit from individual guidance that makes a positive difference to their experiences. As a result, all children feel welcomed, valued and able to join in. Staff receive inclusive professional development training, which they use to ensure all children can participate fully in every aspect of the club. Leaders are beginning to review the support in place so they can assess the impact of strategies to support children with SEND.

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Inclusion Expected standard

Transition times are generally well organised. This helps some children to understand what is expected of them. For example, staff sing songs to support children at tidy-up time. However, on occasion, staff do not consistently structure strategies for children needing additional support further. For instance, they do not use visuals at these times to enable children to make smoother transitions and choices with greater ease.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the strengths and areas for development of the holiday club. They are committed to ensuring all children can access the provision. They have established systems to gather detailed information from parents and carers. This enables staff to plan effectively for all children's needs, which means children, especially those with special educational needs and/or disabilities (SEND), receive support to settle well.

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Leadership and governance Expected standard

Leaders ensure staff have access to a range of ongoing inclusion training that helps them respond to children's individual needs. They review what practices work well and where further improvements are required. Leaders recognise the need to maintain consistency, when developing and building on children's knowledge of healthy food choices at mealtimes to support children's nutritional health over time. They use parents' evaluations at the end of each programme to inform ongoing priorities.

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Leadership and governance Expected standard

Leaders prioritise professional development, which means staff progress well in their roles. They use weekly team and individual meetings to identify training needs and support staff to understand expectations. Staff feel supported and valued. They have opportunities to share concerns, which leaders act on swiftly and fairly. As a result, staff are happy in their roles, which translates positively in the quality of care for children. Parents report that their children are keen to attend and are well looked after by staff.

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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 attending this holiday gym club. They are keen to take part in physical activities. Staff greet children warmly and support them to settle into familiar routines. Key staff are allocated to early years children. This helps these children to develop trusting relationships with familiar adults, which helps them settle quickly and feel confident. Prior to children starting, staff gather detailed information from parents and carers. This partnership ensures they understand and can meet children's specific health requirements, including those with special educational needs and/or disabilities. As a result, all children are included

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About this setting

successfully in the life of the club. They receive a warm welcome and know where to put their bags and water bottles. This routine supports children to feel secure from the start of their session.

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About this setting

Children benefit from positive relationships with staff, who are vigilant and responsive to their needs. They approach staff confidently to get their needs met. Staff respond warmly, modelling polite and friendly interactions, which help children to feel secure and comfortable. Gym activities provide children with stimulating opportunities to practise the physical skills they are typically developing for their age. Children navigate themed assault courses, where they leap, jump and balance enthusiastically over soft-play equipment to themed music. These carefully planned sessions keep children motivated, engaged and active throughout the afternoon.

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About this setting

Children know staff value their participation and proudly demonstrate jumping and kicks, which increases their confidence. In the activity room, children enjoy painting and using resources in creative ways to make their own characters. Staff guide them sensitively, offering reassurance and encouragement. This helps children to explore their own ideas creatively and develop independence and confidence. Changes to attendance are recorded and followed up promptly so children's safety and wellbeing are closely monitored.

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Next steps

Leaders should enhance daily routines to consistently encourage children to make healthy choices for their nutritional and physical health. Leaders should strengthen strategies for children needing additional support to help them to make smoother transitions between activities and choices in their play.

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About this inspection

The inspector spoke with leaders, staff, children and parents and carers 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. Unique reference number (URN): 2770123

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Address:

The Little Gym Unit 8, Compass House, Smugglers Way London SW18 1DB

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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 - 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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