CM Sports Holiday Club

CM Sports Holiday Club

Unique reference number (URN): 2820673 Address: Amery Hill School, Amery Hill, Alton, GU34 2BZ Type: Childcare on non-domestic premises Registered with Ofsted: 06/12/2024 Registers: EYR, CCR, VCR Registered person: CM Sports (UK) 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

The provider creates a warm, welcoming and positive environment where children arrive happy, settled and ready to participate. Adults place British Values at the centre of the provision and actively promote teamwork, respect, fairness and mutual understanding through a wide range of activities. Children learn to cooperate with one another, respect their peers and opponents during games. They manage both success and disappointment positively with adult support. As a result, children form positive relationships, support one another and contribute to a harmonious environment.

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Behaviour, attitudes and establishing routines Strong standard

Activities focus strongly on developing physical skills, resilience and healthy lifestyles through active participation. Adults adapt learning experiences skilfully to meet the needs of different age groups and abilities. Younger children receive clear guidance and support to develop key physical skills, including moving and stopping safely, spatial awareness, catching, balancing and jumping, while older children take increasing responsibility for designing games, negotiating rules and managing scoring systems. This promotes independence, leadership and confidence.

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Behaviour, attitudes and establishing routines Strong standard

Adults know the children well and build positive, trusting relationships with them. They recognise when children need encouragement, challenge or additional support and intervene effectively to help them succeed. Leaders have strengthened their registration processes by introducing a detailed information-gathering system, enabling staff to understand children's needs from the outset and tailor support accordingly. Consequently, children demonstrate positive attitudes to learning, show high levels of engagement and participation, and feel safe, valued and included in the provision.

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Children's welfare and wellbeing Strong standard

The provider creates an inclusive environment where children develop a clear sense of belonging and emotional security. Leaders and adults do their best to gather information to support them in knowing the children well. They demonstrate a clear understanding of their individual needs, interests and circumstances. They remain attentive to children's wellbeing throughout the day, responding sensitively when children require additional support. As a result, children feel valued, settled and confident, enabling them to engage fully in the activities on offer.

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Children's welfare and wellbeing Strong standard

Leaders regularly review risk assessments, routines and staff deployment to ensure children remain safe. They respond proactively to changing circumstances and adapt arrangements when required. Staff implement additional safety measures, for example, when there are visitors to the site. Careful management of entrances, exits and supervision ensure that children's safety remains a priority. Leaders implement robust procedures to monitor attendance and follow up absences promptly, ensuring that all children are accounted for and safeguarding remains effective.

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Children's welfare and wellbeing Strong standard

Adults recognise that some children require additional support to manage their emotions and transition successfully into the setting. They provide a range of strategies, including sensory tents, calming areas, fidget resources and opportunities for walks. This supports children to work through their feelings and return positively to activities. Clear routines support children's health and wellbeing, with regular hydration breaks, effective handwashing practices and well-managed mealtimes. Staff maintain appropriate supervision at these times.

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Children's welfare and wellbeing Strong standard

Leaders promote healthy lifestyles and recognise areas for further development. They actively encourage healthy eating through activities, discussions and information shared with parents, while continuing to support families in making healthier packed lunch choices. Children are well cared for, feel safe and secure, and benefit from a nurturing environment that supports both their physical and emotional wellbeing.

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Inclusion Strong standard

The provider actively creates a fun, safe, challenging and welcoming environment where every child feels valued and included. Adults implement clear systems to support children's individual needs and work effectively with parents and external professionals to gather, share and use accurate information that promotes positive outcomes. The provider ensures that all children access the same high-quality experiences, including those who attend funded places that are intended to support disadvantaged children. As a result, children participate fully in all aspects of the setting without any distinction or division.

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Inclusion Strong standard

Adults consistently identify and respond to individual needs. They have introduced thoughtful approaches, such as providing a healthy cereal breakfast snack for all children, ensuring that children who may have missed breakfast can start the day ready to learn and engage. Adults adapt their support sensitively, helping children to settle on arrival and providing reassurance throughout the day when children feel overwhelmed or require additional emotional support.

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Inclusion Strong standard

Adults differentiate activities effectively so that every child can experience success. They provide additional challenge or targeted support where needed, enabling all children to participate. Adults maintain and review health care plans to meet medical needs and respond promptly to any concerns. Consequently, children's individual needs are met well, barriers to participation are removed, and all children experience a clear sense of belonging. Parents report that communication is effective and that they are happy with the quality of care and support provided.

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Leadership and governance Strong standard

Leaders demonstrate commitment to continuous improvement and regularly evaluate the effectiveness of the provision. They review practice, identify areas for development and make changes to better meet children's needs. For example, having previously identified that younger children may benefit from shorter periods of focused activity, they have swiftly changed activity rotations and provide greater opportunities for free choice. This shows leaders act promptly on what they notice to refine practice, leading to consistently well- matched experiences for younger children.

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Leadership and governance Strong standard

Staff report feeling well supported and have access to relevant training and professional development. Parents value the organisation of the provision and the clear communication they receive. Leaders actively gather feedback from children, parents, staff and other professionals to inform future improvements. Children speak positively about their experiences. Older children enjoy opportunities to take ownership of games and adapt rules, while younger children enjoy the wide range of activities available.

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Leadership and governance Strong standard

Leaders understand the challenges of supporting children who attend with varying levels of frequency and balance familiarity, challenge and variety to maintain engagement. Children are confident in routines, and adults use praise and encouragement to help them manage disappointment and build resilience.

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Leadership and governance Strong standard

Investment in improved information systems enables leaders to identify early years children quickly, allocate key workers efficiently and ensure appropriate staffing, while information shared by parents supports the early identification of additional needs and effective planning for timely targeted support.

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Leadership and governance Strong standard

Leaders have a clear understanding of local health priorities, including childhood obesity and oral health. Through activities such as smoothie making, healthy eating challenges and discussions about healthy lifestyles, they promote positive choices and engage parents in supporting children's wellbeing.

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Leadership and governance Strong standard

Leadership is reflective and responsive, resulting in a well-managed provision that continues to adapt to the needs of children and families.

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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, safe and confident in this welcoming environment. They arrive eager to participate and quickly become absorbed in the wide variety of activities on offer. Leaders have created a programme that balances enjoyment with opportunities to develop important physical, social and emotional skills. Children build confidence, resilience and cooperation through an active programme while having fun with their friends.

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

Throughout the day, children take part in a broad range of activities that develop coordination, balance, strength and teamwork. For example, children enthusiastically participate in curling, exploring how the equipment moves before working collaboratively in small teams to achieve shared goals. They also enjoy matball, adapted bowling games, throwing and catching challenges, movement games and scarf dancing. These experiences help children develop spatial awareness, colour recognition, listening skills and the ability to follow increasingly complex instructions.

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

Children respond positively to the opportunities provided. Younger children confidently try new activities, celebrate their achievements and readily seek support when they encounter difficulties. Older children enjoy the competitive elements of the programme and value the autonomy they are given to adapt games, negotiate rules and introduce new challenges. As a result, children remain highly engaged and motivated throughout the session.

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

Relationships between children and adults are warm and supportive. Children confidently approach adults, who recognise individual strengths and provide encouragement when needed. Leaders promote British Values effectively, helping children to learn respect, teamwork and resilience. Children learn how to manage disappointment, celebrate the success of others and appreciate different viewpoints. They develop positive attitudes towards challenge and demonstrate respect for both their peers and adults.

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Address:

Amery Hill School Amery Hill Alton GU34 2BZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 06/12/2024 Parents report that their children are happy to attend and look forward to coming to the club. They value the flexibility provided and appreciate the convenience of accessing wraparound care through the same provider. Leaders understand the importance of helping children develop healthy lifestyles and recognise the link between physical development, wellbeing and readiness for learning. Through active play, healthy living messages and opportunities to develop new skills, children experience a programme that supports their physical health, emotional wellbeing and enjoyment. As a result, children thrive in an environment where they feel valued, included and excited to learn through play.

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Next steps

The provider 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.

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About this inspection

The inspector spoke with the leaders, adults, 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. Registered person: CM Sports (UK) Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 16:30

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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