Let's Leap @ Heath Mount School

Let's Leap @ Heath Mount School

Unique reference number (URN): 2789510 Address: Heath Mount School, Woodhall Park, Watton at Stone, HERTFORD, SG14 3NG 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

Children enjoy their time at club, and routines run seamlessly. This helps children feel settled. Staff are highly impactful when helping children learn new routines. Leaders create a culture of high expectations for behaviour and engagement. For example, when staff remind children of appropriate behaviour, they listen and respond swiftly. Staff support children with self-care needs, and this helps them manage their feelings as they feel secure and well looked after. Staff support young children to understand behavioural expectations as they read stories and ask a range of questions. Children engage with interest, listen actively and answer questions about Milo, the club mascot.

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Behaviour, attitudes and establishing routines Strong standard

Children show high levels of engagement in all the activities provided. For example, they enjoy running, jumping and kicking balls on an assault course. Staff support children in small groups, and this helps younger children join in and improve their coordination and ball skills. Leaders ensure staff are well trained to lead games and support the youngest children, so they feel included in activities. This helps them regulate their emotions as they feel secure and safe.

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Behaviour, attitudes and establishing routines Strong standard

Staff are nurturing and support children to make new friends. Children are proud of the friends they make. Children speak highly of staff and activities at the club. Attendance is high, and children want to come back.

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Leadership and governance Strong standard

Leaders ensure staff in the club provide high-quality care for all children. Leaders are proud of their ability to retain staff for significant amounts of time. This has a positive effect on families as they value the continuity of care and appreciate the relationships staff build with their children. Leaders train staff effectively, so they feel well prepared to lead games and care for children of all ages. Leaders recently made adjustments to the early years programme, including a range of free-flow activities and small group sizes for outdoor sports, and it is proving a real success. Staff believe young children's engagement is significantly higher and is having a positive effect on their wellbeing. Leaders notice areas of improvement and take action to improve their club. While staff continue to embed this new programme and improve how they deliver it, it is having a positive impact on the development of these children. Leaders work alongside other providers to share best

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Leadership and governance Strong standard

practice and support other clubs to improve.

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Leadership and governance Strong standard

Leaders ensure staff are very well trained. Regular training ensures staff understand how to provide high-quality care and keep up to date with procedures and policies. Leaders instil a culture where continuous improvement of staff skills and knowledge is highly important to the success of the club. Leaders have processes in place should children with special education needs and/or disabilities, or children from disadvantaged backgrounds, attend the club. While there are many strengths, knowledge of individual children among staff is not yet

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Expected standard

consistent. To have a significant impact on individual children, this is an area for leaders to reflect on and consider how they can improve.

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Children's welfare and wellbeing Expected standard

Staff nurture and support children to settle happily into club. They are responsive to children's needs and support young children with their self-care needs. Staff regularly remind children of their toileting and hydration needs. Staff are kind and gentle as they talk to children who show a low level of engagement. This helps children who are unsure to settle into the new environment. Staff support young children to feel safe as they offer their hand and regularly check in on their wellbeing.

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Children's welfare and wellbeing Expected standard

When eating, children show responsible table manners, and staff engage children in conversation. They encourage young children to eat healthy packed lunches and drink plenty of water. Staff support children, who participate in plenty of exercise, to stay healthy and learn life skills for the future.

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Children's welfare and wellbeing Expected standard

Leaders have high expectations of staff and support them as they run regular training days. This helps staff feel equipped to help young children feel welcomed and included in activities. Staff share rules and instructions and model activities in a way that is easy for children to understand. This helps all children feel included and more able to join in. Children build positive relationships with staff, but information about individual children is not shared consistently with staff. Therefore, staff are not always fully equipped to support young children's varying needs.

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Inclusion Expected standard

Staff build positive relationships with children and learn about their individual needs. This helps them notice when they need to adapt their care or activities. For example, some children need more time to eat lunch, while other children may need support understanding instructions for games. Staff notice when some children may need extra support, for instance if they are quiet or unsure. Staff are responsive to children's changing needs and explain how they support individual children. While the quality of staff interactions and engagement of children is generally high, there is a lack of consistency around information sharing between leaders and staff about early years children. Therefore, staff do not always have the knowledge they need to support each unique child effectively. This means that when they are settling into the new environment, some children's wellbeing is not as high as it could be.

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Inclusion Expected standard

Leaders and staff have high expectations for all children, and staff support children so barriers are broken down and children's wellbeing is generally high. Staff foster positive relationships with parents and children. Communication is effective, and staff are responsive to parents' questions or concerns. Parents report that staff give positive feedback about their children and their behaviour, and this has a positive impact on their overall club experience. Parents speak highly of the club and compliment staff as they support children with their social skills. Parents are happy to send children to club.

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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 to attend club, and their attendance and wellbeing are generally high. Children are well supported in their everyday care needs. Children feel safe and understand club rules and expectations. Children enjoy parachute games, and all children are

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Inspector:

Emma Salomon encouraged to participate. They learn to take turns and follow instructions. Children have plenty of opportunities to be physically active and share joy with their peers, including jumping on the bouncy castle or swimming. Children get plenty of opportunities to move and get their heart racing. This helps children stay healthy and teaches them skills for the future.

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Inspector:

Children's behaviour is excellent during activities and everyday routines. Older children develop their social skills as they participate in a range of exciting activities including Jet Ski and go-karts. Children enthusiastically talk to their peers about what they did well or new skills they learn. Young children benefit from plenty of unstructured play, and staff encourage them to run, dig and explore nature. Children play alongside adults as they explore sand and levers. Children answer questions and use their thinking skills to discover new ways of doing things. Children play make-believe as staff pretend to be a monster and children run away excitedly. This helps develop their curiosity and speaking skills and encourages them to use their imagination.

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Inspector:

Children are actively engaged, and children of all ages enjoy a wide range of activities. For instance, children enjoy telling staff about their drawings or their constructions. Children make houses from magnetic tiles that are strong enough to store cars inside. Children have plenty of indoor and outdoor time, and this allows time for restful activities alongside energetic ones. This supports their physical and mental wellbeing. Children benefit from a well-organised club run by aspiring leaders and well-trained staff.

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Next steps

Leaders should ensure information about young children is shared among staff so they have a greater understanding of individual needs from the onset. Leaders should continue to embed and deepen staff understanding of the new programme for early years children so it can have a significant and sustained impact on outcomes and experiences of the youngest children.

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About this inspection

The inspector spoke with leaders, staff, 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.

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Address:

Heath Mount School, Woodhall Park Watton at Stone HERTFORD SG14 3NG

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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 - 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

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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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