Boom Sports - FG

Boom Sports - FG

Unique reference number (URN): 2805268 Address: Flora Gardens Primary School, 34 Lena Gardens, London, W6 7PZ Type: Childcare on non-domestic premises Registered with Ofsted: 19/09/2024 Registers: EYR, CCR, VCR Registered person: Boom Sports Childcare 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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Children's welfare and wellbeing Strong standard

Children consistently build warm and trusting relationships with staff. Staff get to know children incredibly well. Staff are responsive and attuned to children's needs and interests, including children who face barriers to their learning. They personalise experiences for children. For example, younger children are provided with additional comfort breaks and adapted resources.

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Children's welfare and wellbeing Strong standard

Leaders help children learn how to stay physically healthy and live an active life. Children consistently engage in a variety of physical outdoor activities. They use a range of equipment, including balls, cones and beanbags. Children develop their physical skills to an impressive standard. They develop their core strength, coordination and balance effectively. For example, they learn to move in different directions and travel at varying speeds. They demonstrate sustained engagement and enjoyment. They can express themselves openly and learn to manage their emotions. As a result, children show high levels of wellbeing and involvement.

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Children's welfare and wellbeing Strong standard

Children learn the importance of eating a balanced, healthy and nutritious snack. They see snack time as a chance to socialise. They chat about their day with friends and refuel to enjoy everything the out-of-school club offers.

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Leadership and governance Strong standard

Leaders possess a deep passion for providing high-quality out-of-school care for children. They consistently reflect on and analyse the setting's strengths and areas for development. This enables them to identify improvements swiftly and formulate appropriate strategies that will further enhance the experiences for all children.

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Leadership and governance Strong standard

Partnerships with parents are a significant strength of the setting. Parents and carers speak positively about the leadership and staff team. Parents describe leaders and staff as approachable, supportive and responsive. They value the open and regular communication they receive and feel listened to and included in their children's experiences.

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Leadership and governance Strong standard

Leaders have high expectations for professionalism. They also offer ongoing training, support and development opportunities for staff. For example, staff regularly engage in peer coaching and observations to further enhance their knowledge and practice. They participate in training that supports them to identify and support children with special educational needs and/or disabilities, or other barriers to their learning. Leaders spend a lot of time coaching and developing staff. Staff describe how leaders are 'very visible' and 'easy to approach'. Staff say their wellbeing is a top priority for leaders. They feel supported to do their jobs well.

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Behaviour, attitudes and establishing routines Expected standard

Leaders show high expectations of behaviour and attendance. Staff remind children of the club rules for moving around the space. They also remind them how to play well with their friends. Staff show positive behaviours and give children clear praise to celebrate their successes. This praise helps to boost children's confidence. As a result, children follow the rules, learn to collaborate and get along with others.

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Behaviour, attitudes and establishing routines Expected standard

Leaders ensure that all children benefit from the setting's experiences. Children typically become familiar with key routines. Children know to place their water bottle and bag in the right spot and then sit down, ready for registration. All children manage this embedded routine with ease. However, younger children are not yet consistently prepared for changes to their routine, and this sometimes impacts on how well they can regulate themselves independently.

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Behaviour, attitudes and establishing routines Expected standard

Staff are friendly and encourage children to do their best. All children have autonomy to be creative and use their critical thinking skills to create a flower garden landscape using building bricks and blocks. They are encouraged to collaborate and develop their social skills. Consequently, children build confidence and resilience. They also learn to cooperate and take turns when playing games.

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Inclusion Expected standard

Leaders create a welcoming space for children and their families. Children feel supported and included here. Leaders demonstrate high expectations for all children. They describe how they will successfully support children with special educational needs and/or disabilities (SEND) and those facing other barriers to learning.

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Inclusion Expected standard

Staff get regular training on how to support children who are at different stages of development or those with SEND. It is beginning to have a positive impact on children's wellbeing and development. Staff confidently describe how they identify children's emerging needs. They do this by observing closely and assessing what children can do. They work with the host school, outside experts and families to ensure children are getting the best support possible.

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Inclusion Expected standard

Leaders acknowledge that staff will benefit from further support and training to ensure that opportunities within the environment are consistently adapted to meet children's needs. Leaders have a clear plan to boost current adaptations to the environment so that children's progress developmentally is accelerated.

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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 at the club with smiles and are greeted by staff who are warm and familiar. Children put their things away and sit down, ready for registration. They do this confidently and on their own. A positive and calm environment helps children relax and enjoy their time after school. Before activities begin, children relish the social occasion of snack time. They eat balanced, nutritious snacks that help them refuel and re-energise for all the experiences the club offers.

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About this setting

Unique reference number (URN): 2805268 Children and families form positive, trusting relationships with staff. Children participate in activities that motivate and interest them. Children are at ease with the staff and often seek them out for conversation and support. This shows they feel secure and well cared for. These positive relationships make a valuable contribution to children's emotional wellbeing.

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About this setting

Through structured routines, children enjoy a range of physical development activities that support their understanding of what it means to lead a healthy lifestyle. Children participate in problem-solving activities, arts and crafts, and use their critical thinking skills to build flower garden landscapes and a hungry caterpillar out of bricks and blocks.

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About this setting

Younger children can express themselves. Activities are planned that follow their interests so that children remain engaged and focused. They play by piecing together a train track and using their imagination. As they move the train around, they also develop their communication and social skills by interacting happily with staff and peers.

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Next steps

Leaders should continue to strengthen and embed training that supports staff to adapt and enrich children's experiences and engagement even further. Leaders should further embed and strengthen how younger children are prepared for changes in routine so that they can begin to regulate themselves with increasing independence.

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About this inspection

The inspector spoke with leaders, staff, the headteacher of the host school, 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:

Flora Gardens Primary School 34 Lena Gardens London W6 7PZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Boom Sports Childcare Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 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

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

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