Highfield School Premier Holiday Club

Highfield School Premier Holiday Club

Unique reference number (URN): 2797729 Address: Highfield Junior School, South Hill Road, BROMLEY, BR2 0RL Type: Childcare on non-domestic premises Registered with Ofsted: 30/07/2024 Registers: EYR, CCR, VCR Registered person: Fit 4 Future Group 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 have established clear and consistent routines that help children understand what is expected of them. Staff apply expectations consistently and sensitively. Younger children quickly develop positive relationships with adults. Staff are kind and respectful role models and gently reinforce expectations when needed. For example, when children talk while instructions are being given, staff calmly remind them to listen and show respect to others.

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Behaviour, attitudes and establishing routines Strong standard

Staff work consistently as a team to support children's behaviour. Less-experienced staff receive effective guidance from experienced colleagues, who share useful strategies and provide support when needed. Staff are deployed effectively and reinforce expectations throughout the day. Children learn to cooperate during activities, and older children are given responsibilities that encourage them to support younger children.

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Behaviour, attitudes and establishing routines Strong standard

Children respond positively to staff's encouragement and praise. They are proud to share their achievements and successes with adults, which builds their confidence and motivation. Well-established routines give children meaningful choices about the activities they take part in. Children engage enthusiastically. They collaborate well with others and show consistently positive attitudes towards activities, other children and staff.

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Behaviour, attitudes and establishing routines Strong standard

Leaders monitor the attendance of children who are booked to attend the holiday club.

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Children's welfare and wellbeing Expected standard

Staff support children's welfare and wellbeing effectively. They encourage children to develop independence through everyday routines. For example, at mealtimes, children independently unpack their lunches, open and close their bags and food containers and peel their own fruit. Staff provide appropriate help when children need it. They promote healthy lifestyles and encourage children to understand the importance of nutritious food. For example, at mealtimes, staff ask children to identify a healthy choice from their packed lunch. Children are excited to share their nutrient-rich foods and explain their healthy choices.

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Children's welfare and wellbeing Expected standard

Children benefit from regular opportunities to be physically active and enjoy fresh air. For example, during multi-sports, children work in small teams and encourage their friends to complete obstacle courses. Children also enthusiastically participate in dance and drama activities, using popular stories, such as 'Aladdin', to perform and act together. Staff are aware of safe eating practices and supervise children vigilantly, when they are eating their lunches and snacks. When children stand up while they are eating, staff swiftly remind them to sit down. However, staff do not consistently explain why this is important. This means that opportunities are sometimes missed to help children understand how their actions can keep them safe.

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Inclusion Expected standard

Typically, leaders have effective arrangements to identify and respond to children's individual needs. They gather relevant information from parents and carers and, where appropriate, children's schools before they attend. This helps staff understand the needs of children with special educational needs and/or disabilities (SEND), those known to children's social care and those who may face other barriers to their wellbeing. When staff identify that a child may need additional support, leaders work with parents and the child's school to consider appropriate support and adaptations.

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Inclusion Expected standard

Staff are nurturing and take time to get to know children. They make appropriate adjustments so that children can participate successfully. For example, children are given additional time to complete activities. They can use quieter spaces away from busy or noisy areas. Familiar comfort items are available, when needed, which help children to settle and feel secure.

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Inclusion Expected standard

Leaders provide targeted training to strengthen staff's knowledge and skills. They seek advice and training from the local authority and other professionals when specialist support is required, such as monitoring screen training.

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Inclusion Expected standard

Leaders also work to reduce financial barriers to attendance. They provide schools with funded vouchers for families, who may benefit from holiday provision, and access to external funding where available. This helps to provide places for eligible children, including those with SEND or known to children's social care.

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Leadership and governance Expected standard

Leaders provide staff with regular opportunities to develop their knowledge and skills through training and qualifications. Staff value these opportunities and reflect on how their learning improves their practice. For example, staff have recently completed equality and diversity training. They explain how this has helped them adapt their approach to better understand and respond to the varying needs of children and their families. Staff feel well supported. Leaders are attentive to staff wellbeing and workload, and use supervision effectively to provide guidance and support. This helps staff to feel valued and enables them to focus on providing children with positive experiences.

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Leadership and governance Expected standard

Leaders build positive relationships with parents and carers, and have effective systems to keep them informed. Parents praise staff's communication and value having clear contact information and updates, both in person and online. They report that their children enjoy attending and talk positively about their experiences at the holiday provision. Leaders are considering how to strengthen the methods they use to gather information from parents and carers for those children who are booked into the holiday club at short notice. However, while staff have the mandatory information to ensure children's safety and wellbeing, strategies are not yet embedded to ensure all information about children's individual needs are consistently available to staff from the outset.

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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 are happy and confident at this welcoming holiday club. They settle quickly and are keen to take part in the activities on offer. Children quickly form positive relationships with staff and each other. They confidently make choices about how they spend their time. This

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About this setting

helps them to remain interested and engaged. Children show staff what interests and excites them through the choices they make in their play. They return to activities they enjoy and explore these with growing curiosity.

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About this setting

Children particularly enjoy energetic activities, such as glow-in-the-dark dodgeball. Staff explain the rules and safety expectations clearly before children begin. This helps children to understand how to take part safely while enjoying the challenge of team games. Older children are considerate towards younger children and provide positive role models. Children play cooperatively and enjoy spending time together.

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About this setting

Children develop confidence and independence through practical experiences. For example, they carefully use child-safe knives to prepare fruit kebabs. Children receive support according to their ages and individual needs, while having plenty of opportunities to do things for themselves. They learn to manage appropriate risks safely and successfully and take pride in what they achieve. This helps children to manage appropriate risks safely and successfully. Children speak positively about their experiences and clearly enjoy their time at the club.

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Next steps

Leaders should ensure that staff consistently explain the reasons for safe routines so that children develop a secure understanding of how their actions help to keep them safe. Leaders should continue to strengthen arrangements for short-notice bookings, so that relevant information about children's individual needs is consistently gathered and shared with staff before children attend.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator 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. Unique reference number (URN): 2797729

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Address:

Highfield Junior School South Hill Road BROMLEY BR2 0RL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Fit 4 Future Group Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:30 - 17:30

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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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