Sporty Stars - St Peters

Sporty Stars - St Peters

Unique reference number (URN): 2805671 Address: St. Peters School, Harefield, Lympstone, Exmouth, EX8 5AU Type: Childcare on non-domestic premises Registered with Ofsted: 08/10/2024 Registers: EYR, CCR, VCR Registered person: Sporty Stars Activity Group 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 Strong standard

Children experience a rich range of activities. They develop physical skills, knowledge of a range of sports, social skills and confidence around others as they play. Staff support children to learn to manage their emotions. For example, children play a game where a participant is eliminated. As the game progresses, staff provide clear instruction and explain their role in the game if they are the one eliminated. Potential negative responses and emotions are mitigated by staff instruction that is positive and sensitive to the maturity level of children playing. Staff consistently embed kindness. They teach children to be emotionally aware of others and appreciate everyone's uniqueness and own skillset. Children demonstrate this in all their interactions.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote punctuality and attendance well. They highlight the benefits of arriving on time and engaging fully with activities on offer. If children are booked onto a camp day and do not arrive, staff swiftly make contact with parents and carers, and complete a welfare check. Staff have consistently high expectations for behaviour that young and older children meet well. They model respectful relationships and this is a great example for children attending. Children follow their example and treat each other with care and consideration. The atmosphere is happy, social and bustling. Staff promote kindness and praise children for sharing, their thoughtfulness towards others and patience and effort in games. Staff adapt interactions well to meet each child's interests, characters and needs. This helps all children to develop positive, can-do attitudes that help them thrive.

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Children's welfare and wellbeing Strong standard

Staff create an extremely happy, caring environment and they prioritise all children's wellbeing. At the start of each day, staff liaise about children attending. They discuss any specific needs that children may have and the approach they will consistently apply to support all children. At drop off, staff lead a thorough handover with parents and carers to ensure they have a full understanding of children. They share this with the team, to ensure all staff have an in-depth knowledge of children's individual needs and can support them while they are attending.

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Children's welfare and wellbeing Strong standard

Leaders have developed a highly effective key-person system for younger children, which helps them to feel safe and secure. Staff are highly nurturing and adapt instruction and timetables to meet children's needs. For example, snack time takes place slightly earlier than timetabled as younger children show signs that they will benefit from refueling. Staff use routines, such as snack time, to engage children in active discussion about healthy daily habits, such as drinking water regularly when the weather is hot, and staying out of the midday sun. Children are well supervised at snack and lunchtime. They are encouraged to adopt safety measures, such as remaining seated when eating.

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Children's welfare and wellbeing Strong standard

Staff take time to speak with children about safety measures as they play, to help them understand how to stay safe. Children understand the need to look behind them before raising their tennis racket to strike their ball, to ensure they do not injure anyone. Children of different ages encourage and praise each other as they practise new skills. Children smile with such joy when they hear their friends clap and cheer their efforts.

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Inclusion Strong standard

All staff know each child remarkably well. They understand their interests, characters and needs and support these highly effectively. Parent and carer partnerships are secure and promote consistency in care. Children with special educational needs and/or disabilities receive frequent high-quality interactions with staff. This helps their confidence and engagement in the holiday club activities to bloom. For example, children benefit from time to settle and observe before joining-in activities. They are inspired by staff, and receive constant encouragement to engage in activities and games. Funded children, and those children who are disadvantaged and/or have barriers to learning, are well supported. Staff work closely with parents to build a shared understanding of needs and how to reduce barriers to participation. This increases children's confidence and experience of a variety of sports, many of which are new to children attending.

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Inclusion Strong standard

Leaders provide induction training that is targeted and robust, and best supports children's needs. Staff do not begin working directly with children until they are confident and competent in implementing high-quality routines and activities. Leaders ensure that all staff have the knowledge to ensure experiences are inclusive for all children. Staff instruction and interaction is responsive to children's needs. For example, younger children enjoy practising tennis skills. Staff adapt interactions to meet the needs of all children. Their instruction is tailored well and motivating. Children are enthralled as they pretend to 'take their dog for a walk', using high-quality resources that inspire them to take part. They develop controlled dribbling skills as they lead their ball around on its racket. Children exclaim in excitement, 'my dog is walking next to me, look!'

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Leadership and governance Strong standard

Leadership is highly effective. Leaders are consistently reflective, and constantly work with staff to identify strengths of the setting and aspects of provision to develop further. They have high expectations for all children at the setting and these are consistently promoted by all members of staff, through each interaction. Leaders support staff's professional development, enabling staff to access courses to enhance their skills and confidence. They provide targeted training courses that enhance children's daily experiences. For example, staff's expertise in supporting children with special educational needs and/or disabilities are shared across the team. This supports children to receive interactions that are consistent in approach and helps children feel settled. Recruitment and induction procedures are robust and consistent. This supports leaders to build a team of staff with a high level of expertise

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Leadership and governance Strong standard

and a love of working with children. Staff wellbeing is high. Staff praise leaders for their support and feel they are genuinely cared for and valued.

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Leadership and governance Strong standard

Communication with parents and carers is highly effective in meeting children's needs. Daily handovers are robust and ensure that key information about children's daily needs are shared and can be best supported. Children who are disadvantaged, those with special educational needs and/or disabilities and those facing barriers, receive care and support that helps them to feel settled and happy at the holiday 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 thoroughly enjoy attending this holiday club and many attend on a regular basis. They arrive excited and eager to see the activities for the day. Staff greet children with excitement. Children show confidence and independence as they separate from parents and

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Inspector:

Shirley Evel carers and engage in activities of their choosing. Younger children enjoy sitting with staff and listening to them read stories. They giggle as staff read with such animation, building children's interest and engagement. Older children enjoy arts and crafts, and chatting with staff about their weekend adventures. Children show trust in the caring approach of staff's interactions with them. Staff value children's uniqueness and help all children build respectful relationships with each other. Children share and take turns well, with little need for adult support.

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Inspector:

Children enjoy snack time. They re-energise and refuel as they sit with their friends and select an item from their lunch boxes to enjoy. Younger children learn to make healthy choices as staff remind them to drink water in the hot weather. Children enjoy fruit and rice cakes as they cool off and relax. Children feel valued and demonstrate a real sense of belonging. Their individual needs and interests are well supported. Younger children show a keen interest in sports and wish to join an activity with older children. Staff facilitate this well. Children thrive on the opportunity and experience.

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Inspector:

Children are kind and considerate to each other and care about the feelings of their friends. Children learn to persevere. For example, older children practise striking a ball and shooting at a target. Staff teach them strategies for success, such as keeping their eyes on their target. Children enjoy a rich, varied range of activities, such as arts and crafts, sports, team- building games and swimming. Activities are well targeted and match the interests of the children who attend. Children clearly feel happy and safe here.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children with special educational needs and/or disabilities and those who may face other barriers to their learning.

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About this inspection

The inspector spoke with 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:

St. Peters School Harefield, Lympstone Exmouth EX8 5AU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Sporty Stars Activity Group Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:15 - 17:15

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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