Progressive Kids Broomhill

Progressive Kids Broomhill

Unique reference number (URN): 2801713 Address: Broomhill Infant School, Fermaine Avenue, BRISTOL, BS4 4UY Type: Childcare on non-domestic premises Registered with Ofsted: 08/08/2024 Registers: EYR, CCR, VCR Registered person: Progressive Kids Bristol 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 Expected standard

Leaders establish clear routines and expectations that help children understand how to behave at the holiday club. Staff prepare children for changes in the day by giving reminders before transitions. They inform new children of the club's routines, boundaries and facilities. Children also learn which adults they can approach for help. These arrangements help children settle and understand what staff expect of them. Children generally listen to staff, engage positively in activities and make purposeful choices about their play.

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Behaviour, attitudes and establishing routines Expected standard

Staff develop positive relationships with children and support them to manage their behaviour. They encourage children to share, take turns and resolve disagreements. For example, when children disagree over a skipping rope, staff reinforce turn-taking and look for an alternative resource. Staff use redirection and positive interactions to help children re- engage in their play. Leaders promote the importance of regular attendance and staff follow up children who do not arrive when expected.

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Behaviour, attitudes and establishing routines Expected standard

Staff consider children's individual needs and circumstances when supporting their behaviour. They adapt their approach when children need different support. However, staff would benefit from developing their knowledge of how children's differing circumstances and experiences can influence their behaviour and emotional responses. Developing this understanding would help staff tailor their responses more precisely to individual children.

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Children's welfare and wellbeing Expected standard

Leaders consider how effectively the provision supports children's welfare and wellbeing and identify ways to improve their experiences. They recognise the importance of providing children with choice throughout their time at the club. Staff develop warm relationships with children and recognise when they need reassurance or help. They respond sensitively to children's care and emotional needs. This helps children feel comfortable and supported at the club.

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Children's welfare and wellbeing Expected standard

Staff promote children's health, safety and independence through daily routines. Children have regular opportunities for energetic outdoor play, which supports their physical development. Staff supervise children and set clear boundaries to help them play safely. Before lunch, children wash their hands and staff supervise this routine. Staff check dietary and allergy information when serving food. At lunchtime, staff sit alongside children and encourage them to open packaging for themselves before offering help. This supports children to develop confidence and independence in managing everyday routines.

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Children's welfare and wellbeing Expected standard

Staff recognise that children sometimes need quieter and calmer experiences. However, the outdoor environment does not currently provide a space away from more active play. Consequently, children who need some quiet time have fewer choices while outdoors to help them manage their emotions and maintain their wellbeing.

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Inclusion Expected standard

Leaders promote an inclusive culture where children with special educational needs and/or disabilities (SEND), disadvantaged children and those facing other barriers participate alongside their peers. Leaders work with local authorities to support children who access the club through additional funding. Children known to children's social care are included, and leaders are willing to provide one-to-one support when needed. This helps children with differing circumstances access the experiences available. Children with SEND play alongside their peers and develop positive relationships with staff. Staff adapt their support to help children participate successfully.

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Inclusion Expected standard

Staff know key information about children and use this to support their participation. For example, staff know children's dietary requirements and key information about their individual needs. Staff recognise the importance of contacting families to gather further information when children have identified needs or when concerns emerge. However, staff do not always gather this information promptly. For example, staff know when children have SEND or speak English as an additional language but do not always have fuller information about their communication, sensory needs or home language. Consequently, staff sometimes develop a more detailed understanding of children's needs as they attend, rather than having this information from the outset.

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Leadership and governance Expected standard

Leaders have a clear understanding of how the holiday club operates and maintain regular oversight of practice. They visit the provision frequently and observe staff as they work with children. Leaders use feedback constructively and encourage staff to share successful ideas across the provider's clubs. Staff know who to approach for support and can contact leaders when they need advice. This contributes to a positive culture where staff can reflect on their practice and develop their confidence.

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Leadership and governance Expected standard

Leaders provide induction, regular staff meetings and ongoing training. Professional development includes safeguarding, behaviour and special educational needs and/or disabilities. Leaders monitor staff training and suitability and identify where further professional learning would strengthen practice. They support staff wellbeing by using observations as opportunities for professional reflection and improvement rather than simply judging performance.

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Leadership and governance Expected standard

Leaders build relationships with families, schools and local authorities to support children's access to the club. They are developing ways to strengthen children's and families' contributions, including a booklet that helps staff learn more about children and their experiences. Leaders reflect openly on their provision and respond positively when they identify opportunities to improve. They use learning from individual clubs to support development across the wider organisation.

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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 at this welcoming holiday club. They confidently choose from a range of indoor and outdoor experiences, including football, climbing, painting, play dough, construction activities and puzzles. Children show imagination and think carefully about what they create. For example, younger children use construction materials to create their own models, such as a skate park and a spaceship that they use in imaginative play. Through their play, children develop creativity, problem-solving skills and confidence. Staff talk with children about what they are doing and encourage them to explore their ideas.

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Inspector:

Children listen attentively when activities are introduced and understand what they can choose to do. They try things for themselves, make choices and develop their independence.

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Inspector:

Children develop warm relationships with staff and enjoy spending time with children of different ages. Children who access the club through additional funding and children with special educational needs and/or disabilities join in alongside their peers. Staff recognise when children need reassurance or help and respond sensitively. Children who prefer not to join a planned activity can choose something different. Their individual choices are respected. Leaders encourage families to share information about their children and are developing further ways for children to share information about themselves and their experiences. This helps children feel known and valued.

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Inspector:

Children generally understand the club's routines and expectations. They listen to staff and learn to share, take turns and resolve minor disagreements. Children enjoy active outdoor play alongside quieter experiences indoors. They feel safe and confidently approach familiar adults when they need help. At lunchtime, staff encourage younger children to manage tasks for themselves before stepping in to help. Children's regular attendance is recognised through incentives that encourage them to keep returning to the club. For example, children receive rewards as they reach attendance milestones.

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Next steps

Leaders should strengthen how staff gather further information about children's individual needs, so they can tailor their support and experiences effectively from the outset. Leaders should develop staff's knowledge of how children's differing circumstances and experiences can influence their behaviour and emotional responses, so staff can refine their approaches further. Leaders should strengthen how the outdoor environment supports children who need quieter and calmer experiences, so they have greater choice in managing their emotions and maintaining their wellbeing.

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About this inspection

The inspector spoke with leaders, staff 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. Holly Smith

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Address:

Broomhill Infant School Fermaine Avenue BRISTOL BS4 4UY

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Progressive Kids Bristol Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 15:30

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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. 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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