Home From Home

Home From Home

Unique reference number (URN): 2836387 Address: The Beeches, 32 Mill Street, Isleham, Ely, CB7 5RY Type: Childcare on non-domestic premises Registered with Ofsted: 31/03/2025 Registers: EYR, CCR, VCR Registered person: JLR Play Community Interest Company

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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

Children respond well to the simple and consistent rules that leaders put in place. For example, children know that they must wear a high-visibility top when they go outside to play. Children quickly adopt routines, such as washing their hands before they eat. They know they can seek support from staff if they feel unable to resolve minor disputes with other children. Staff typically encourage children to think about consequences to their actions. This helps them to promote a clear understanding of why some rules are in place to help keep children safe during their time in the club. Children are motivated to behave well and complete age-appropriate tasks. They are proud of the 'wow moment' rewards that staff give them, acknowledging their caring and helpful natures. This generally helps to incentivise others to follow the positive examples that children display.

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Behaviour, attitudes and establishing routines Expected standard

Children sit together to eat their snacks and lunch. At times, this routine is not always effectively organised or managed by staff. Noise levels are high and some children struggle to sit still. As a result, children become distracted without the full attention of the busy staff to help maintain a calm and supportive environment to aid positive eating habits.

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Behaviour, attitudes and establishing routines Expected standard

Leaders monitor children's attendance. They share information with parents and carers about the benefits of children's regular attendance, while acknowledging this is not compulsory. When children who are due to attend a session do not arrive, leaders ensure this is swiftly followed up by contacting parents, to make sure children remain safe. This contributes to the positive culture placed around protecting children.

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Children's welfare and wellbeing Expected standard

Leaders and staff check in with children to see how they are feeling. When needed, they support children to identify and manage their emotions and behaviours so that they are ready to happily join-in games and activities. Staff typically acknowledge when children are upset or worried and offer comfort and reassurance. Staff generally build solid and trusting relationships with children. They find out about what children enjoy doing and their interests. This helps them to shape sessions and strengthen their positive interactions with children. In turn, children settle well and feel safe.

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Children's welfare and wellbeing Expected standard

Staff encourage children to remain hydrated throughout the day and remind them that they can sit quietly to rest if they are feeling tired. Children bring their own lunches and snacks to the club. Leaders plan to provide more detailed information to parents and carers around a balanced and nutritious diet. This helps to further promote children's positive attitudes towards health and lifestyle choices.

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Children's welfare and wellbeing Expected standard

Leaders ensure that children have opportunities for regular physical play and exercise. With the support of staff, children learn to take age-appropriate risks while they play in the local park, such as being aware of their proximity to others using the swings. This contributes to children's growing independence.

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Inclusion Expected standard

Leaders create a typically inclusive club in which children feel welcome. Leaders ensure that relevant information is gathered from parents and carers when children are enrolled. In turn, staff, including key persons, have an awareness of children's interests, fears and family experiences. This helps staff to plan activities and provide resources that generally, children of all ages and abilities, can join in at a level that suits their needs and interests. When needed, staff support children to have a go or complete a task. In turn, children generally succeed in what they want to achieve.

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Inclusion Expected standard

Leaders gather more detailed information about children with special educational needs and/or disabilities and any specific needs or barriers to their participation. They work closely with parents, and when necessary, other professionals who work with children. This helps to ensure that any bespoke plans, care needs or adjustments are consistently met. When children return to the club over subsequent holidays, leaders typically assign familiar key persons. This helps to maintain the generally positive relationships built with parents.

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Leadership and governance Expected standard

Leaders have clear expectations of staff. Daily discussions with the team help leaders to reflect on the quality of the provision within the club and help to identify areas for further development and improvement. Leaders plan to enhance their existing methods of supervision, coaching and training that staff receive. This includes both in-house and externally accredited training. Leaders aim to further enhance the skills in order for staff to consistently deliver highly effective interactions with children and take greater responsibilities within the team. Leaders ensure that meetings and any continued professional development are purposeful and do not excessively add to staff's workload.

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Leadership and governance Expected standard

Leaders maintain highly positive working relationships with managers from the community centre in which the club operates. This helps to ensure that procedures for keeping children safe from harm are clearly understood and well planned. This includes the safe dropping off and collection of children within the public building. Leaders find out from parents and carers which schools their children attend. This helps leaders to establish links with relevant staff and other professionals that have involvement in children's ongoing care and education.

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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 their time in the holiday club. They quickly settle and choose toys and resources that they enjoy. Children join in together, creating their own games and competitions. For example, they work out how to use a raised car track, allowing vehicles to race and land on the ground. Children work in collaboration to create obstacles and targets. Other children are invited to watch or join in, resulting in great excitement within the room.

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

Children feel safe and valued in the club. Many of the children also attend an out-of-school club, run by the same provider. Consequently, they have frequently met and already know

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Address:

The Beeches 32 Mill Street, Isleham Ely CB7 5RY other children and staff. When new children who do not attend the local school first start at the holiday club, staff ensure they are introduced to other children who share similar interests to them. Through this 'buddy' system, children quickly form friendships. Older children take on a caring role of slightly younger newcomers, helping them to settle into the friendly and generally harmonious environment. Children help to shape the daily sessions. They cast votes to help make group decisions, such as whether they should go to play in the outside playground or the large hall within the community centre.

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Address:

Children welcome the positive interactions that they have with staff. For example, children ask staff to push them on the swings or to help them complete jigsaw puzzles. This contributes to children's continued engagement in their crafts, activities and play. Children create friendships with their peers of different ages, contributing to their developing social skills. Children say they like attending the club, helping to maintain positive attendance.

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Next steps

Leaders should review the organisation of snack times and lunchtimes to help ensure children consistently eat in a calm and well-managed environment.

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About this inspection

The inspector spoke to leaders, staff, 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 the 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. Type: Childcare on non-domestic premises

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About this inspection

Registered person: JLR Play Community Interest Company

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About this inspection

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