Sprouts Childcare Ltd

Sprouts Childcare Ltd

Unique reference number (URN): 2842545 Address: Uplands Primary School, Morshead Crescent, Fareham, PO16 7QP Type: Childcare on non-domestic premises Registered with Ofsted: 29/07/2025 Registers: EYR, CCR Registered person: Sprouts Childcare 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 Expected standard

Leaders and staff have a clear daily routine in place at the club. This helps children to know what to expect and when and supports their safety at the club. Leaders have identified that children need support to listen to staff. They aim to minimise distractions when staff are delivering important messages. However, at times, this means that children need to wait before they can relax and play after school. Staff have not fully considered that some children need to be active before they can listen effectively. Despite this, children generally show positive attitudes as they play at the club.

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Behaviour, attitudes and establishing routines Expected standard

Children play cooperatively. They enjoy group games, such as playing football outdoors on the school field. Staff deploy themselves effectively to support children as they play. For instance, they help younger children to understand the role of the goalkeeper. Staff offer children plenty of praise and encouragement as they play. This supports children's self- esteem well.

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Behaviour, attitudes and establishing routines Expected standard

Older children are positive role models to younger children. For example, they help them to understand how to use tools as they make models with dough. Staff have high expectations for children. They remind them about safety rules and boundaries and encourage everyone to have fun at the club. Staff ensure they know where children are at all times, including when they do not arrive when booked in. Staff follow procedures to make sure children are safe.

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Children's welfare and wellbeing Expected standard

Leaders and staff implement effective hygiene routines with all children. For instance, they ask children to clean their hands before eating their snacks. Staff remind children to have a drink after playing energetic games. They generally support children's good health.

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Children's welfare and wellbeing Expected standard

Leaders and staff provide a welcoming environment for children to play in after school. They encourage children to play outdoors and to play with each other. This supports children's social skills and develops a sense of wellbeing and belonging. Children have plenty of uninterrupted time to play. Children show they enjoy their time being active or quietly taking part in the variety of activities that staff provide for them. Children are confident to ask for more resources. They know what they like to do at the club.

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Children's welfare and wellbeing Expected standard

Staff generally know children well. They understand what individual children like to play with. However, the key-person system is not fully embedded. Parents and carers do not always know who looks after their children at the club. Despite this, children show they feel secure in the staff's care.

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Inclusion Expected standard

Staff generally know children's needs and how to meet them. They understand when children may need additional support at the club. For instance, when children show reluctance to attend, staff swiftly step in to support them. Children soon settle in with the help of the warm and attentive support that staff offer them.

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Inclusion Expected standard

Leaders and staff gather information from parents when children first start at the club to help meet their needs. For example, they find out if any adaptations are needed to help children settle in and enjoy their time. Leaders readily identify when staff need training to be able to meet children's medical needs. They ensure this is put in place ready to meet children's individual needs before they start.

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Inclusion Expected standard

Leaders recognise that children of different ages attend the club. They provide a variety of activities and resources to allow children to choose what they want to do. This supports all children to be independent and follow their individual interests.

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Leadership and governance Expected standard

Leaders typically have a secure understanding of what works well at the club and what they want to develop further. They carefully monitor the quality of the club through regular, supportive visits. Through reflection with staff, leaders have identified that staff need support to help children develop positive listening skills. They have plans in place to support staff to improve this aspect of the club. Leaders have established effective partnerships with school staff. This supports continuity of behavioural expectations and care for children.

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Leadership and governance Expected standard

Staff report high levels of wellbeing and support from leaders. They have regular opportunities to take part in training to develop their skills and knowledge. Staff comment that this helps them to feel confident in their roles.

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Leadership and governance Expected standard

Leaders and staff build positive relationships with parents and carers. Staff communicate to parents and carers about what their children enjoy at the club. However, leaders and staff have not considered how to communicate about the key-person system in place. Despite this, parents and carers feel informed about how their children spend their time after school. They are confident that their children enjoy their time at the 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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What it's like to be a child at this setting

Children arrive at the club confidently. They are eager to see the staff after their busy school day. Children demonstrate they feel secure in the staff's care. They readily approach them to share the news of their day at school. Children chat excitedly and staff offer them positive attention. Children report they enjoy attending the club and playing with their friends there after school. They typically have positive experiences at the club.

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

Children learn about keeping themselves and others safe. They generally listen to what staff say and follow instructions. For instance, at the start of the club session, children help each other to remember the rules and boundaries in place. Children show they enjoy the warm praise staff offer them when they contribute to the safety discussions. Older children are kind and caring towards younger children. For example, they help children understand the rules of the games they play. Overall, there is a positive atmosphere at the club and children show they enjoy their time there.

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

Children generally show positive attitudes to each other and the staff. They behave well. If children do not arrive after school when expected, there are secure procedures in place to make sure children are safe. Children learn to take risks and challenge themselves as they play. For instance, younger children clearly relish the opportunity to climb on the equipment outdoors, supported by attentive staff. Children show they enjoy being able to choose what to do and where to play. They independently access a variety of activities. Children show confidence in asking staff for additional resources to add to their play. Generally, they are happy and settled and develop positive relationships with their peers and staff.

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Next steps

Leaders should review and improve the daily routines at the club, including the time taken for children to move between activities, to allow children more time to play and relax. Leaders should strengthen the arrangements for the key-person system, including communication with parents and carers.

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About this inspection

The inspector spoke with children, leaders, staff and parents during the inspection.

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Address:

Uplands Primary School Morshead Crescent Fareham PO16 7QP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Sprouts Childcare Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:20 - 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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4 to 10

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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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.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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