Groots Childcare Hub 3 (Kexborough Primary School)

School)

Unique reference number (URN): 2821981 Address: Kexborough Primary School, Ballfield Lane, Darton, Barnsley, S75 5EF Type: Childcare on non-domestic premises Registered with Ofsted: 31/01/2025 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

Leaders have high expectations for children's behaviour and are proactive in addressing barriers to children's attendance. This enables children to positively benefit from coming to the club. Staff are good role models, which, in turn, has a positive impact on children's behaviour and engagement. However, children sometimes lose interest during certain activities. For example, puzzles are either too easy or too challenging; staff do not align these well enough to children's abilities. Similarly, staff do not always gauge their interactions to provide higher levels of support for children, or recognise when the environment is becoming noisy, to help children to be able to focus and participate more positively.

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Behaviour, attitudes and establishing routines Expected standard

Children promptly respond to staff as staff gather them to reinforce the 10 key club rules and expectations. Children give examples of what 'treating people how you would like to be treated' means. Staff use positive incentives, such as the 'sticker' and 'star of the day' initiatives. Everyone celebrates achievements together, which boosts children's confidence and self-esteem. Children proudly explain how they have received 3 stars for good listening, doing an 'amazing' picture and sharing. Staff talk about fairness as fruit is shared out equally.

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Behaviour, attitudes and establishing routines Expected standard

Staff provide activities that are specifically planned to promote cooperative play among the children. For example, children have lots of fun alongside staff while taking part in warm-up games, in readiness for other sports activities. Staff provide some opportunities for children to learn about what makes them similar or different. For example, they set up wheelchair games and games where children are blindfolded. However, there are less opportunities for children to learn about and celebrate their own or others' cultures and further aspects of diversity.

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Children's welfare and wellbeing Expected standard

Children typically bound into the setting and promptly settle. Those returning after a break are warmly supported by their key person and are soon happy and ready to join in activities. Before children start, leaders gather some information from parents. However, this is not specific enough to help staff to celebrate each child's uniqueness, such as their particular culture, to help them to develop a greater sense of belonging. Staff do, however, find out particular information as they complete a newly revised 'all about me' document with children as a 'getting to know each other' activity. Children share their likes and dislikes, what makes them happy, scared or worried, something they are good at and what skills they might want to work towards. Children thoroughly enjoy the activity as they practise their early writing skills, develop confidence and build relationships with their peers and staff.

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Children's welfare and wellbeing Expected standard

Staff typically support children's self-care as they encourage children to wash their hands before eating and remind them to access their drinks. Although, staff do not involve children in tasks that increase their independence skills during mealtimes. Staff follow strict hygiene practices as they cook lunch. During the weeks that government-funded holiday places are offered, children benefit from other healthy meals which are freshly cooked off site by the organisation's professional nutritionist.

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Children's welfare and wellbeing Expected standard

Staff promote children's understanding of keeping themselves safe and healthy, such as by educating children about online safety and the effects of different food groups. Staff plan daily activities to reinforce messages about positive lifestyles, such as a 'healthy food' word search. They provide extensive physical activity, such as archery, relay games and team challenges that help to foster children's self-esteem and confidence. Staff's sports coaching qualifications enable them to deliver sessions successfully and safely. They enthusiastically shout, 'Let's have fun with sports!', which motivates children.

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Inclusion Expected standard

Leaders typically demonstrate a commitment and positive approach to inclusive practice. As part of this, they take part in government-funded programmes for families. This provides an opportunity for children who may not ordinarily be able to attend a holiday club to do so. Leaders plan weekly activities in advance and consistent daily routines. However, they do not always consider the children's abilities when considering the resources they set out, such as puzzles, or the support children might need. This sometimes acts as a barrier to children's engagement.

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Inclusion Expected standard

There are currently no children on roll with special educational needs and/or disabilities (SEND). However, leaders have clear strategies in place to find out if children have additional needs and for providing the right level of support for them. This would include meeting with parents and involving staff from the school the child attends, completing risk assessments and individual support plans in consultation with staff, and making adaptations, such as by reviewing staff deployment, equipment, space and resources. Staff are trained to identify children who may potentially have additional needs. This information would be shared with leaders through the review forms that staff complete daily at the end of each session.

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Inclusion Expected standard

Leaders make use of training and programmes to expand staff's knowledge of supporting children with SEND. These are delivered by professionals who specialise in provision for children with SEND. This training includes strategies, such as for how to regulate children's behaviour through movement and using particular strategies to support children's emotional wellbeing, based on particular theories.

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Leadership and governance Expected standard

Passionate and highly qualified leaders have generally effective oversight of the club. They continuously seek to drive practice forward through many systems for reflecting on and improving practice. They do so in consultation with staff, parents and children, for instance through detailed electronic reviews. Each term, leaders complete and review development plans with staff and use observations from site checks to target staff feedback and coaching. Staff receive continued professional development opportunities to help to upskill them. However, this is not targeted precisely enough to support staff in consistently understanding how to support children's engagement and sense of belonging to a higher level. This includes through greater information-sharing with parents about their children.

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Leadership and governance Expected standard

Leaders provide information about the club for parents via their website and social media. They provide daily information about the daily routine, activities, meals and snacks on the board near where families enter. Parents express complimentary feedback about how much children enjoy attending the club. Staff work closely with the host school during term time to complement children's experiences and promote safe handovers. Leaders typically make decisions that are in children's best interests. For example, they have completed a local- authority quality improvement and assurance scheme to improve practice and plan to move on to part 2 of the scheme.

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Leadership and governance Expected standard

Leaders prioritise staff's wellbeing. They complete mental health first-aid training, and provide sources of help to support staff and initiatives that recognise and celebrate their achievements. For example, staff can partake in walk-and-talk sessions and other mental health sessions, and leaders select a 'staff member of the month'. Leaders also undergo ample further training, including training designed to help them to understand people's different personalities and the different ways in which people learn and process information.

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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 warmly welcomed into the club, where inclusive practice is generally promoted well by leaders. For example, leaders help families to feel valued by reducing barriers to children's attendance at the club. This includes offering free places as part of government- funded holiday programmes. Some of the key aims of the club are to help children to develop their social skills, healthy lifestyles and a real enjoyment of physical activity. Children typically enjoy their time in the club, where they build positive relationships with their peers and staff, who demonstrate mostly effective interactions. Leaders bring people in from the community to enrich children's experiences, such as a professional rower and those who provide animal workshops.

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

Children take part in generally well-organised provision and, overall, develop confidence and a positive attitude, particularly during new experiences. This is important for successful learning in Reception class and beyond. For example, children are very keen to learn archery, which helps them to develop skills such as discipline and whole-body coordination. They use a bow and arrows with rubber suction cups to promote safe use. Children show great focus, perseverance and a sense of pride as they master challenging skills, such as placing the arrow on the bowstring in readiness to launch it. Children develop self-esteem and a 'can-do' attitude as staff praise, encourage and celebrate their efforts and triumphs as they hit the target.

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

Children enjoy taking part in activities that help them to practise their small-muscle skills and hand–eye coordination. For example, as part of 'National Dog Day', children learn how to draw a dog step by step and complete a dog-related word search. Children show that they

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Address:

Kexborough Primary School Ballfield Lane, Darton Barnsley S75 5EF

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Address:

Type: Childcare on non-domestic premises feel safe and comfortable enough to ask staff for help or support. Staff show a genuine interest in what children say and do, which boosts children's confidence and strengthens relationships between children and staff. Children enjoy taking part in activities where they play collaboratively, and demonstrate kind and positive behaviours towards one another.

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Next steps

Leaders should provide children with greater opportunities to increase their independence skills in the club. Leaders should increase children's opportunities to understand and celebrate the similarities and differences between themselves and others and what makes them unique, including through increased information-sharing with parents. Leaders should strengthen the arrangements for staff's continued professional development, so that this is more precisely targeted towards that which will help them to support children's engagement and positive approach to a higher level.

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About this inspection

The inspector spoke with 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 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. Registration date: 31/01/2025

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About this inspection

Registered person: Grassroots Sports Academy Ltd

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:30,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 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

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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