Groots Childcare Hub 5 (Dodworth St Johns Primary)

Primary)

Unique reference number (URN): 2851893 Address: Dodworth St. John The Baptist C Of E School, Barnsley Road, Dodworth, Barnsley, S75 3JS Type: Childcare on non-domestic premises Registered with Ofsted: 24/08/2025 Registers: EYR, CCR, VCR Registered person: Grassroots 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 Expected standard

Typically, leaders have established a positive environment for children, where relationships with children are kind and caring. Children are encouraged to get along with each other, and they build positive friendships through team games. For example, they enthusiastically take part in activities, such as dodgeball, in the outdoor area. Staff carefully consider children's age and stage of development when planning activities. This ensures that experiences are appropriately adapted for younger and older children. Staff know children well and give older children extra responsibility to help them manage their emotions and behaviour. Younger children are supported to build their confidence in team games, with staff encouraging them. Through these approaches, children behave positively, show respect for one another and demonstrate positive attitudes.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have put in place procedures for monitoring children's attendance at the club and this is observed carefully. Staff follow up promptly if a child does not arrive as expected. Although routines for the lunchtime period and transitioning between activities have been implemented, these are not yet fully embedded. As a result, some children occasionally use this time to display unwanted behaviour. Staff responses to low-level behaviour vary, and expectations are not always reinforced consistently.

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Children's welfare and wellbeing Expected standard

Leaders and staff recognise the variety of ages and stages of children who attend the club. They take time to get to know children and their individual needs and interests. Through this approach, leaders have established an inclusive environment. This typically sets positive expectations for all children's welfare and wellbeing. Children, including those with special educational needs and/or disabilities and those who face other barriers to their learning, are supported to manage their emotions. For example, staff put in place techniques for individual children who struggle to self-regulate. They give them extra time to complete tasks or take on further responsibilities. This helps to build their confidence and independence. In addition, staff offer one-to-one support for those children who need regular check-ins to reassure their emotional wellbeing. As a result, children feel supported, develop emotional resilience and engage positively in the activities and routines of the club.

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Children's welfare and wellbeing Expected standard

Children build healthy habits. They are encouraged by staff to eat fruits and vegetables through snack and lunch times. Staff are keen to promote children's physical fitness through outdoor exercise. For example, through the holiday activities and food programme, leaders and staff plan experiences for children to play physical games in the outdoor area and learn about food nutrition. As a result, children benefit from knowledge and understanding about how to keep healthy.

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Inclusion Expected standard

Leaders have successfully created an inclusive club, where all children are welcome. Children with special educational needs and/or disabilities and those who are known, or previously known to children's social care are supported well. Staff work closely with parents and carers to understand all children's individual needs and preferences. Parents fill out an enrolment form before their children start at the club, so that staff can make any adaptations prior to them starting. Leaders also liaise with the local authority to gain additional information to enable staff to support children effectively.

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Inclusion Expected standard

Staff adapt the routine and environment to allow all children to have the best opportunities. Staff sit with individual children to support them if needed. They encourage children to talk about their feelings and why they are feeling the way they are that day. This helps all children to feel welcomed and supported at the club. Staff receive training and development to support all individual children's needs. They share important information and communicate on a regular basis about the children, regarding any concerns or updates. Therefore, children benefit from continuity in their care and support.

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Leadership and governance Expected standard

Leaders are ambitious to continually improve the holiday club for children, families and staff. They identify ways to reduce barriers to participation by gathering information about the children who attend the club. Staff describe positive support for their professional development. They complete mandatory training and benefit from an open-door culture, where they can share ideas and feedback. Leaders respond promptly and provide regular observation and feedback meetings that help staff reflect on and develop their practice. Staff also describe how leaders consider their wellbeing through trusting relationships and ongoing communication.

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Leadership and governance Expected standard

Leaders work closely with the host school to provide a safe and secure environment for children to play and develop their skills. This helps children to settle quickly, feel comfortable and participate with confidence. Leaders maintain effective communication with staff to ensure that everyone understands children's individual needs and changing circumstances. This also supports children's feelings of security and promotes positive wellbeing.

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Leadership and governance Expected standard

Leaders and staff build positive relationships with parents. Leaders have identified strengthening daily face-to-face feedback with parents as the next step in developing communication. They regularly review feedback from children, parents and staff to identify further improvements and activities to offer. Leaders also review risk assessments and safety procedures to ensure the holiday club remains a safe environment for children and staff. That said, leaders have not yet fully embedded a consistent lunchtime routine that supports children's understandings of the provision's expectations during this time. This typically impacts on children's development.

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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 show a sense of belonging in the club. They confidently arrive, placing their belongings in the designated area. They settle into initial activities that are provided while children continue to arrive. Children are keen to join activities that staff offer them. This includes playing ball games. Children learn the rules of games as staff explain these to them. They learn to take turns and play well alongside their peers. Children develop skills and knowledge of how to throw objects a certain way. For instance, staff explain how to throw a small plastic axe at the target board. Children are also encouraged to stand close to the target, to enable them to hit the target. Children persevere and receive praise when they do this correctly. This helps to raise their confidence and self-esteem.

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

Children show their creative skills as they use pencils to draw images. They confidently show these to staff who share their own artwork. Children solve problems when they attempt to complete puzzles, working out which way to turn around pieces to create an image. Children show secure and trusting relationships with staff and laugh and joke with staff when they play games. They celebrate their achievements with their peers, including when they win a game of football. The immediate needs of children who face barriers to their wellbeing are identified quickly. For instance, children who wish to engage in solitary play for a while are provided with the time and space to do this.

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

Feedback is gathered from parents and carers. This information contributes to providing experiences that children like, such as different physical games. Children's attendance is monitored and if children do not arrive in the morning, staff ring parents to find out the reasons why. This contributes to promoting children's welfare.

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Next steps

Leaders should embed daily routines more securely, so that children's emotional wellbeing is supported proactively during busier periods. Leaders should ensure that behaviour expectations and routines are applied consistently across all staff, so that children experience calm, predictable transitions and mealtime routines.

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About this inspection

The inspector spoke with the 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.

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Address:

Dodworth St. John The Baptist C Of E School Barnsley Road, Dodworth Barnsley S75 3JS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Grassroots Sports Academy Ltd

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Address:

Operating hours: Monday,Wednesday,Thursday,Friday,Tuesday : 09:00 - 15:00

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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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