Let's Leap @ Nottingham High School

Let's Leap @ Nottingham High School

Unique reference number (URN): 2789518 Address: Nottingham High School, Waverley Mount, NOTTINGHAM, NG7 4ED Type: Childcare on non-domestic premises Registered with Ofsted: 21/05/2024 Registers: EYR, CCR, VCR Registered person: Lets Leap Sports Academy 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 high expectations for children behaviour. Staff consistently explain these to children through age- and stage-appropriate strategies. For example, younger children listen to a story about what acceptable behaviour looks like and older children discuss the 'golden rules'. Children respond well to these approaches and their behaviour is calm and respectful. They listen to instructions, move sensibly between spaces and understand what is expected during structured sessions, lunchtimes and child-led play times. Consequently, the club has a settled atmosphere where children are able to enjoy and take part in activities. Children display positive attitudes as they show sustained engagement in physical activities, such as team games. They learn to take turns and follow the rules of different games.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between staff and children are warm and positive. This supports children to accept guidance and maintain positive behaviour. Staff encourage all children to participate and adapt their approach for those who are quieter or less confident. For example, they use children's interests to develop their participation, such as encouraging children to talk about toys and comforters they have brought to the club. Staff successfully encourage children who are less confident to participate in activities and enjoy their time at the club.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote regular attendance through clear communication with parents and carers. They offer flexible access, preventing barriers to attending. Staff plan an exciting range of activities to encourage children to attend and participate regularly.

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Children's welfare and wellbeing Strong standard

Children, including those with special educational needs and/or disabilities and those who face barriers, show how safe and emotionally secure they feel. For example, they approach the friendly staff team for reassurance. Children confidently take part in team games and talk about winning and losing. They take turns to remember where medals have been hidden and count how many each team has found. Children's welfare and safety is paramount in the organisation of the club. Staff explain the rules to ensure children remain safe. For example, children learn that they must take off their shoes so that they do not slip while playing on the bouncy castle.

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Children's welfare and wellbeing Strong standard

Children play confidently and take appropriate risks, knowing staff are nearby and attentive. Staff teach children about healthy lifestyles and the importance of exercise. Children learn water safety as they take part in well-organised swimming lessons. They learn about keeping themselves safe from potential allergens as staff are clear about not bringing nuts into the club and not sharing their packed lunches. Staff explain why hygiene is important and children independently wash their hands before eating. This supports children's understanding of personal responsibility and safe habits.

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Children's welfare and wellbeing Strong standard

Leaders consider how staff support younger children's ability to regulate their feelings through activities. Staff provide sensory toys and encourage children to have quieter times to play during the day. For example, children use play dough to make their own models, extending their creative skills. Children also receive support to recognise, and talk about their feelings and emotions. Staff use warm and friendly interactions with children to encourage children to feel valued and be able to thrive within the calm club's atmosphere.

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Inclusion Strong standard

Leaders have established an inclusive culture where they identify children's needs quickly. Children with special educational needs and/or disabilities and those who face barriers can successfully take part in all activities. For example, staff adapt pedals on go-carts so that all children can take part. Staff work to reduce barriers to children accessing the club by promoting the club in local schools. They accept short-notice bookings and offer flexibility in attendance where possible. This helps more families to access the provision and supports children's regular attendance.

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Inclusion Strong standard

Staff gather information from parents and carers before their children attend, including medical, dietary and personal information. This helps staff to understand children's starting points so that they can offer appropriate support to avoid any barriers to children's full participation.

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Inclusion Strong standard

Staff adapt support to remove barriers and promote emotional wellbeing. Where children require a gradual start, staff plan a 'soft start' to the day with colouring and craft activities. This helps to build children's confidence and ensures they are ready to take part in all activities throughout the day. Staff respond flexibly, offering reassurance or alternative activities to gradually build children's emotional wellbeing. They adapt strategies depending on what works best for each child. For example, staff provide quieter activities for younger children to choose so that children can follow their own interests. As a result, children are able to fully participate, and inclusion is embedded across the session.

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Leadership and governance Strong standard

Leaders are committed to their role of providing high-quality care for children and families. They have oversight of the club's strengths and priorities. Leaders review practice regularly to ensure it continues to improve for children. They are actively involved in the day-to-day running of the club, enabling them to accurately monitor daily practice. Consequently, leaders are able to monitor how systems work and ensure expectations remain high. Regular supervision meetings give staff time to reflect on how sessions are running and identify where further support or development is needed. Leaders provide regular training for all staff to ensure consistencies in approaches. This leads to children experiencing relaxed and well-organised sessions. Children know what is expected of them and what will happen during the session as staff are clear about the routine for the day.

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Leadership and governance Strong standard

Leaders target training for staff on improving experiences for children. For example, staff have considered the specific needs of younger children and how they can use sensory experiences to develop younger children's enjoyment and concentration. They give staff specific guidance to ensure that children, including those with special educational needs and/ or disabilities and those who face barriers to their engagement and/or wellbeing, receive coordinated support. Leaders enable staff to gradually increase children's engagement in all activities. This ensures children are cared for by confident and well- supported staff, who respond quickly when adjustments are needed.

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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 the relaxed and welcoming club, where they feel safe and comfortable. They are greeted by warm and friendly staff on arrival. Children receive reassurance from staff, which helps them to settle quickly and confidently. For example, staff make sure they get

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Inspector:

Lianne McElvaney down to children's level. They take time to listen to what they want to do and follow their lead. Children enjoy an exciting range of play opportunities that reflect their interests and energy levels. For example, they learn how to keep themselves safe as they learn to swim. Children develop their spatial awareness as they drive go-carts around a designated course.

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Inspector:

Children benefit from a culture of respect and inclusion. All children, including those with special educational needs and/or disabilities and those who face other barriers to their engagement and/or wellbeing, benefit from very effective support. For example, children receive encouragement to build confidence and develop social skills when they first start attending. They quickly learn to build new friendships and develop the self-assurance to try new activities and learning, which encourages them to attend regularly. Children receive support from highly qualified staff, who offer a broad range of experiences to enable them to make informed choices in their play. For example, children choose which team game they would like to take part in and learn how to be a team player.

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Inspector:

Children are confident to express themselves and demonstrate enjoyment, curiosity and a deep sense of belonging. They understand the rules of the club and show kindness to their peers. Children are consistently well behaved and respond positively to staff's reminders. For example, they remember to walk safely to their next activity. Older children are positive role models and show kindness towards the younger children to help support them in joining in with games and activities. Staff regularly reflect on and assess activities, adjusting them to ensure they meet younger children's needs. For example, they have adapted the time activities last for so that younger children do not lose concentration and engagement.

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Next steps

Leaders should ensure continued improvement in the club's successful work to understand individual children's previous experiences to realise a transformational impact on all children's wellbeing.

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About this inspection

The inspector spoke with leaders, staff, children and parents and carers 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:

Nottingham High School Waverley Mount NOTTINGHAM NG7 4ED

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Lets Leap Sports Academy Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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

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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