Hanford Sports Clubs and Camps Ltd

Hanford Sports Clubs and Camps Ltd

Unique reference number (URN): 2772281 Address: Hall Orchard C Of E (Controlled) Primary School, Church Street, Barrow Upon Soar, Loughborough, LE12 8HP Type: Childcare on non-domestic premises Registered with Ofsted: 08/02/2024 Registers: EYR, CCR, VCR Registered person: Hanford Sports Clubs and Camps 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 Expected standard

Leaders have established a positive and welcoming environment, with clear booking and arrival arrangements. They promote regular attendance and follow up appropriately when children do not attend as expected. Staff register children promptly and help them settle into familiar routines. Clear arrival times enable children to participate fully in the welcome routine, socialise with their peers, agree on the club's daily values and take part in group activities, such as yoga.

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Behaviour, attitudes and establishing routines Expected standard

Staff have clear expectations for behaviour. The agreed values provide a positive way of helping children understand these expectations. Staff model the values consistently and encourage children to demonstrate them through their play and interactions. Warm and respectful relationships underpin this approach. Staff listen to children, join their play and recognise their effort and achievements. Children show kindness towards one another, cooperate during activities, support friends who need help and celebrate each other's successes.

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Behaviour, attitudes and establishing routines Expected standard

Staff recognise that children need different levels of support to follow routines and participate. Typically, they consider each child's age, development and individual circumstances when organising activities and transitions. Younger children receive additional help to make choices. Staff also adapt routines and group sizes for children who may find busy situations overwhelming. This helps children remain settled, understand what is expected and participate positively.

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Children's welfare and wellbeing Expected standard

The club's 'strong bodies, strong minds' ethos promotes physical health, emotional wellbeing, confidence and participation. Children have frequent opportunities to be active through a wide range of sports and movement activities. Experienced staff encourage them to try new experiences, take appropriate risks and understand how to participate safely.

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Children's welfare and wellbeing Expected standard

Staff help children recognise and communicate when they need support. They offer reassurance and adapt routines for children who find transitions or extended physical activity difficult. For example, children can use the wellbeing room or choose a quieter activity when they need time away from a busy group.

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Children's welfare and wellbeing Expected standard

Staff provide attentive care that supports children's individual health and wellbeing. Key persons know the youngest children well, and secure relationships mean that children confidently seek help. Staff understand and respond to individual medical, dietary and personal hygiene needs.

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Children's welfare and wellbeing Expected standard

Snack time and mealtime routines are appropriately supervised. Staff promote healthy eating by helping children choose suitable food from their lunch boxes and sharing guidance with families. They also promote hydration and explain the importance of rest. However, the use of screen-based activities during some rest periods does not consistently motivate children to choose independently from a range of healthy ways to rest and relax. This limits how effectively routines promote long-lasting healthy habits.

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Inclusion Expected standard

Leaders have created an inclusive culture where children are welcomed and supported to participate. Before children attend, leaders gather detailed information from families, local schools and individual support plans. They use this to identify children's needs, arrange suitable adaptations and match children with staff who have the appropriate knowledge and experience. The youngest children have a key person who has a good understanding of their needs. Wherever possible, children requiring additional support are supported by an adult they already know and trust.

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Inclusion Expected standard

Children with special educational needs and/or disabilities receive individualised support where required. Staff adapt the length, content and group size of activities and make appropriate changes to daily routines. They remain attentive to children's engagement and wellbeing and adjust their support as needs change. For example, staff recognise when children need a break, and help them move to a quieter or cooler space.

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Inclusion Expected standard

Leaders maintain positive communication with families and schools. Detailed handovers ensure that staff have current information about children's care and support needs. Where appropriate, advice and successful approaches used at school are continued at the club. This consistency enables children to join activities, feel included and enjoy their time at the club. Parents value the individual and specialised support that their children receive.

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Leadership and governance Expected standard

Leaders have established a clear ethos based on inclusion, physical health, emotional wellbeing and participation. Staff understand this ethos and reflect it in their interactions with children. Leaders ensure that staff have suitable skills and experience for their roles. Staff complete relevant training and draw on their professional backgrounds in education and sports coaching. This helps them provide safe, engaging and inclusive experiences. Staff say that they enjoy working at the club, feel well supported and look forward to returning during the holidays. Leaders consider workloads when organising staffing and remain available to offer guidance and support.

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Leadership and governance Expected standard

Leaders understand the setting's strengths and identify appropriate priorities for improvement. The registered person is reflective, ambitious and committed to developing the provision. Leaders use feedback and reflection to review their practice and consider how children's experiences could be improved further. For example, they intend to extend the range of activities on offer by introducing forest-school experiences.

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Leadership and governance Expected standard

Leaders make decisions in children's best interests. They use their knowledge of children's circumstances when organising staffing and activities, including arranging additional support where required. Positive relationships with families, schools and the local community help leaders provide consistent support.

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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 really enjoy attending the club. They look forward to meeting friends and choosing what they would like to do. Children say that they feel happy, safe and listened to by supportive staff. As a result, they settle quickly and confidently into the club's well-structured routines. The club promotes regular attendance and follows up appropriately when children do not attend as expected. For example, staff liaise with parents to understand absences and ensure that attendance patterns and arrangements continue to support individual children's needs and wellbeing.

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

At the beginning of the day, children help to agree values such as kindness, friendship and teamwork. These establish clear expectations for how everyone will behave. Children suggest activities that they would like staff to provide and then choose which of these they want to join. They enthusiastically take part in yoga, football, throwing games, races and crafts. Children can also enjoy free play and quieter activities, such as listening to stories and building with LEGO.

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

Staff encourage children to have a go and try unfamiliar experiences. They recognise effort and perseverance and enthusiastically celebrate progress. For example, staff praise children when they master yoga movements that they previously found difficult. Children also celebrate one another's successes. They cheer when friends attempt new activities or score points during games. This encourages children to participate confidently, enjoy being active and form positive relationships with others.

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

Attentive staff notice when children need additional help and respond promptly. Children with special educational needs and/or disabilities receive individual support and suitable adaptations so that they can participate at their own pace. Staff help younger children by talking through the available activities, reminding them where their friends are and drawing on their knowledge of the children's favourite games. This helps children make choices,

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Address:

Hall Orchard C Of E (Controlled) Primary School Church Street, Barrow Upon Soar Loughborough LE12 8HP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Hanford Sports Clubs and Camps Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 15:30,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 16:30 become involved in play and feel that they belong. As a result, children are confident, happy and well supported during their time at the club.

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Next steps

Leaders should review daily routines to ensure that children are consistently supported to understand and make healthy choices about the balance between physical activity, rest and relaxation.

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About this inspection

The inspector spoke with leaders, practitioners and assistants 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. Local authority: Leicestershire

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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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