Fun Fest Marlow - Bourne End

Fun Fest Marlow - Bourne End

Unique reference number (URN): 2836444 Address: Claytons Primary School, Wendover Road, Bourne End, Bucks, SL8 5NS Type: Childcare on non-domestic premises Registered with Ofsted: 20/02/2025 Registers: EYR, CCR, VCR Registered person: Pluckrose 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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Inclusion Strong standard

Leaders ensure that a highly inclusive culture is embedded across the club. Staff know children and their families very well, which helps them to respond effectively to specific individual needs. Leaders identify barriers early through discussions with parents and carers and close observations and assessments of children and their needs. Children with special educational needs and/or disabilities are supported to access the full and wide range of opportunities available at the club. For instance, parents are asked to share individual care plans and strategies that help children who face barriers. Children who struggle with louder environments are provided with ear defenders and quiet spaces are always available for children to regain a sense of calm. This continuity of care helps children to remain emotionally regulated.

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Inclusion Strong standard

Leaders prioritise staff professional development opportunities to strengthen the provision's inclusive practice. This enables them to make appropriate adaptations to the setting, activities and their interactions, which helps them to support meaningful participation for all children. Autism awareness training has developed staff skills in being able to identify early signs of dysregulation. This provides them with the skills to intervene sensitively and provide appropriate additional support to children when required.

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Inclusion Strong standard

Leaders offer a flexible booking system that assists all families, particularly those with diverse needs. This promotes children's regular attendance, where they benefit from the consistent care and development opportunities provided.

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Behaviour, attitudes and establishing routines Expected standard

Staff help children to understand the club rules. They ask regular attendees to inform newcomers of these at the start of each whole group session with everyone firmly enjoying joining in with the last rule of 'having fun'. Staff role model positive behaviour through showing kindness and care towards children and their colleagues. They frequently check in with children, particularly the youngest, those who are new to the club, or those children facing barriers to their learning and experiences. Children consequently behave well and demonstrate consideration for those around them. For example, children willingly take turns with pipettes and syringes, when enjoying squirting coloured water into containers. Any low- level of incidents of unwanted behaviour are dealt with by staff promptly and in an age- appropriate way.

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Behaviour, attitudes and establishing routines Expected standard

Routines are well established at the club, which helps children to feel secure. They know where to place their belongings, where to line up when moving to different spaces, and to wash their hands before eating. However, at times, staff do not consistently promote the youngest children's independence skills. Staff help to open and close lunch boxes and tidy up resources rather than expecting children to do these tasks for themselves. This does not fully support their readiness for school.

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Children's welfare and wellbeing Expected standard

Staff are warm and nurturing and get to know the children and their families well. Children who face barriers to their learning and experiences are supported through staff implementing adaptations on an individual basis. Staff may use short and simple instructions for those facing communication and language challenges, and others access the club's sensory sack to find fidget resources that help calm them and support their focus during activities. Children feel recognised, valued and secure.

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Children's welfare and wellbeing Expected standard

Children have access to a wide range of experiences and enjoy their time spent outside. They delight in learning new skills, such as playing cricket and mixing ingredients for real or pretend recipes. Staff praise children's efforts and achievements frequently and with enthusiasm. Consequently, children feel proud of themselves and remain focused and engaged for prolonged periods of time.

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Children's welfare and wellbeing Expected standard

Staff maintain strong communication with each other and have a clear awareness of where children are at all times through a walkie-talkie system. This supports safe supervision. Children clearly enjoy spending time with the staff and often chat enthusiastically about their lives outside of the club, such as holidays and trips out with family members. Staff talk to children about healthy food choices during mealtimes and promote frequent hydration breaks. Children are being supported in making life-long healthy habits.

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Leadership and governance Expected standard

Leaders are passionate about providing a fully inclusive and welcoming club. They provide an effective oversight across the setting and have an ambitious vision for the future of the club. They are reflective and make decisions thoughtfully, with the needs and enjoyment of the children being their priority. Leaders work closely with parents to implement effective strategies and provide continuity of care for all children. Those with special educational needs and/or disabilities particularly benefit from this close working relationship, smoothly transitioning from home to the setting with effective adaptations in place.

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Leadership and governance Expected standard

Leaders and staff regularly monitor what the children enjoy participating in. They seek their views on activities and experiences and ask them about their opinions on future plans. This helps children to gain a sense of choice and ownership, deepening their belonging at the club.

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Leadership and governance Expected standard

Staff are well supported and enjoy their roles within the holiday club. Supervision sessions provide them with valuable opportunities for reflection and time to consider additional professional development that would enhance their practice further. However, staff supporting the youngest children currently do not consistently develop children's independence skills fully. Leaders agree this is an area for future focus and development. Attendance is promoted through clear and consistent communication with parents and carers and prompt follow up when children are unexpectedly absent from the club.

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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 warm and nurturing holiday club, where staff know them well and understand what helps them feel safe and secure. Warm and positive relationships with staff help children to gain a firm sense of belonging at the setting. They settle quickly and

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About this setting

Unique reference number (URN): 2836444 are happy and enthusiastic about the activities on offer. Children move freely around the club, making confident decisions about their activities and play. They enjoy interacting with familiar and new friends and generally treat each other with kindness and care. Children's ages vary quite widely at the club and so children of similar ages are often taken to different parts of the club to ensure they are safe and that activities are suitable. Parents and carers make choices with their children about their daily activities before they arrive. These options include things from cooking, to crafts, to football. Children know that staff will listen to them whenever needed. Consequently, they feel valued and their emotional wellbeing is supported.

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About this setting

Children benefit from the broad range of experiences that encourage them to be sociable, active and creative. They take pride in practising new skills, like dribbling footballs or helping to prepare ingredients when making healthy cheesecakes. Children delight when staff notice their efforts and celebrate their achievements. This builds confidence and encourages them to persevere. Children behave well. They follow the rules and routines and show consideration for their peers. Young children, those facing barriers to their experiences, including special educational needs and/or disabilities as well as those new to the club, benefit from the rules being revisited at the start of each session. This consistent approach promotes involvement and allows all children to be clear about what is expected of them and to behave with consideration and with respect.

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Next steps

Leaders should help staff to promote the youngest children's independence skills further to support their transitions on to school.

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About this inspection

The inspectors spoke to leaders, 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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Address:

Claytons Primary School Wendover Road Bourne End Bucks SL8 5NS

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Address:

Type: Childcare on non-domestic premises

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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