The Hive Sussex

The Hive Sussex

Unique reference number (URN): 2848779 Address: Georgian Gardens Cp School, Guildford Road, Rustington, Littlehampton, BN16 3JJ Type: Childcare on non-domestic premises Registered with Ofsted: 19/08/2025 Registers: EYR, CCR, VCR Registered person: The Hive Sussex 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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Children's welfare and wellbeing Strong standard

Leadership of children's welfare and wellbeing is secure. Children develop positive, well- established relationships with staff. Staff provide children with opportunities to share their views and make choices about the activities undertaken throughout the week. Children feel confident to share their opinions and discuss their preferences for different resources. This creates a sense of belonging and supports children to feel that their views are valued.

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Children's welfare and wellbeing Strong standard

Children explain that they very much enjoy attending at the club. They have plenty of time to enjoy the outside play spaces and play imaginatively with their friends. Staff encourage children to enjoy movement and exercise. Mealtimes are sociable and children have the opportunity to enjoy healthy snacks, such as fruit and breadsticks.

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Children's welfare and wellbeing Strong standard

Leaders prioritise children's wellbeing and ensure that staff are mindful about supporting children to understand healthy lifestyles. They develop activities that increase children's understanding of elements of good health, such as oral hygiene. Together they enjoy a messy play activity, cleaning pretend teeth, and have meaningful discussions about why brushing their own teeth twice a day is important. Furthermore, staff support children to understand the importance of washing their hands before eating. Through practice such as this, children establish lifelong healthy habits.

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Inclusion Strong standard

Leaders have developed highly effective strategies to ensure that their practice is consistently inclusive. Staff work closely with parents to support children with special educational needs and/or disabilities. For example, leaders reach out to parents when children first start to help them understand the individual needs of children. This is means that all staff are aware of any strategies or adaptations that need to be made to support children where necessary. Leaders ensure that staff also undertake any specific training, which will enhance their understanding of working with different groups of children. Furthermore, leaders collaborate closely with schoolteachers and specialist staff, such as the special educational needs coordinator. This is to ensure they implement shared plans where appropriate, to promote a joined-up approach to children's care.

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Inclusion Strong standard

Staff consider every child's age and stage of development when they set-up activities. For example, staff adjust their support expertly when younger children use equipment such as stencils. Staff also recognise how to adapt resources in the outdoor environment so that children access equipment that is appropriate for their age. Staff make skilful adaptations to support all children to access the activities available.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have a clear vision for supporting children's positive behaviour at the out-of-school club. During careful evaluation and monitoring, leaders have previously identified weaknesses in how behavioural expectations are delivered. They have been working together with staff to develop this. Children generally behave well. However, there are times when rules are not made clear to all children and are sometimes implemented inconsistently by staff. As a result, not all children fully understand what is expected of them.

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Behaviour, attitudes and establishing routines Expected standard

Despite this, children's conduct throughout the session is often highly respectful. They are kind to one another and notably collaborative in their play. For example, older children are extremely inviting to those who are new to the club. They ask younger children if they would like a turn waving the bubbles in the playground. This helps children to feel welcome and build positive relationships among their peers.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established a secure approach to attendance. Parents know they must notify staff of any expected absences. Staff know the process to follow in the event that a child does not arrive at the club. Punctual and regular attendance is promoted.

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Leadership and governance Expected standard

Leaders have secure oversight of the provision. They work together with staff to continually evaluate the setting's effectiveness. Leaders generally identify areas for improvement accurately, and often take appropriate action to develop practice further. For example, they review the environment and make thoughtful adaptations to ensure it meets all children's needs, such as providing soft-play equipment to support children's physical exploration. This practice ensures that the quality of the provision is regularly reviewed and raised.

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Leadership and governance Expected standard

Staff feel valued and supported in their roles. They explain that they have frequent opportunities for professional development and gain knowledge through coaching and training. For example, leaders have been working with staff to enhance their understanding of adapting the environment for different groups of children. Staff also share that their wellbeing is well supported by leaders.

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Leadership and governance Expected standard

Leaders have worked hard to establish open channels of communication with parents. For example, they encourage parents to provide feedback about the provision, in order to support staff to drive improvements. Parents speak highly of the care children receive. They explain that children are always excited to attend and that they express their enjoyment of the many activities that are available. Parents understand the setting's policies and procedures and feel confident to speak to staff about any concerns should they need to. As a result, partnerships between parents and staff are secure.

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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 excitedly arrive from their classrooms and quickly get involved with activities that staff have thoughtfully set-up for them. As a result, children transition smoothly from school and become deeply engaged in activities that match their interests and needs. Staff greet children warmly and ask them about their day at school. Children who are new to the club settle quickly and are supported to build friendly relationships with peers and staff. Children demonstrate that they feel safe and secure at the club.

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Address:

Georgian Gardens Cp School Guildford Road, Rustington Littlehampton BN16 3JJ Leaders provide an environment that is engaging for all children. They develop activities built on children's interests. For example, the setting has areas where children can jump, balance and roll, to express themselves physically. Children also enjoy a range of other activities, such as colouring, crafts, small construction and reading. They joyously make masks together and use them to engage in imaginative play.

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Address:

Children benefit from plenty of outdoor play. They explain that they love to run around on the large playground, playing chase or enjoying different sports together. Children also discuss that the staff always have exciting ideas for different games to try together. Children understand how to keep themselves safe when they use climbing equipment, and take risks appropriately as they play together. Children are joyous and collaborative in their play. They invite their friends to join games of football and share kindly as they explore sensory water beads together. Children remain busy and engaged in their play.

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Next steps

Leaders should develop how expectations for behaviour are implemented, so that they are consistently clear and commonly understood by all children.

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About this inspection

The inspector spoke to parents, children, staff and leaders 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. Type: Childcare on non-domestic premises

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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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