The Hive Club Ltd

The Hive Club Ltd

Unique reference number (URN): 2828270 Address: Hope Hive, Pilgrim House, 51-63 St. Dunstans Road, Worthing, West Sussex, BN13 1AA Type: Childcare on non-domestic premises Registered with Ofsted: 19/02/2025 Registers: EYR, CCR, VCR Registered person: The Hive Club 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, particularly children with special educational needs and/or disabilities, respond well to the calm, positive approach used by staff, who model kind, respectful interactions and encourage children to do the same. This helps children to build strong relationships with staff, other children and feel confident in the club environment. Children also benefit from opportunities to mix with other age groups, with older children enjoying the responsibility of helping younger ones. They develop their social confidence as they mix with children who are a different age. Children are learning how to build wider friendship groups. They demonstrate that they feel valued, understood and able to fully participate alongside their friends.

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Behaviour, attitudes and establishing routines Strong standard

Children thoroughly enjoy their time at the club. They are enthusiastic and engaged throughout the session, demonstrating a positive attitude to participation in play. Staff are excellent role models. They are consistently kind and gentle and model respectful behaviour and language at all times. This has a positive impact on the way children behave towards each other and the environment. Children are polite, respectful and extremely well behaved.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have effective communication with the school and parents to promote healthy habits of attendance. Parents always communicate absences or sickness, and leaders always follow up any non-attendance. As a result, children attend very regularly, which allows them to fully benefit from the rich range of activities provided.

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Children's welfare and wellbeing Strong standard

Children feel extremely positive about the club. It is clear that the club is a very special place for them to go to at the end of the school day. Children show affection for the staff and staff ensure that all children, particularly children with special educational needs and/or disabilities (SEND), are understood, valued and listened to. The key-person system for the younger children effectively allows these children to be acknowledged throughout the session. This helps children who are new to the club, settle and make friends extremely quickly. Staff are aware of strengthening ways children are supported through play and to develop respect for others.

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Children's welfare and wellbeing Strong standard

Children's healthy lifestyles are promoted effectively. They are aware of how to manage their own care needs, which includes handwashing and toileting. The routines strongly support children to be aware of what is about to happen next, which supports children's understanding of transitions and overall wellbeing. This is particularly important for those children with SEND. Children are encouraged to be independent throughout. They thoroughly enjoy the social meal and snack times during which they have access to a very balanced and nutritious meal.

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Children's welfare and wellbeing Strong standard

Children thoroughly enjoy outside play. Staff support children's physical development effectively as they play alongside children and join in their games. Children are praised for their contributions to the group and persevering during games. This supports children's sense of belonging, confidence and self-esteem.

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Inclusion Strong standard

Children with special educational needs and/or disabilities are extremely well considered at the club. Parents feedback that they are so grateful for the inclusive attitude and environment that staff work hard to create. Leaders have clear strategies in place to identify children with additional needs and to provide the right level of support for them.

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Inclusion Strong standard

Children can access areas in the club to relax and talk to staff or friends. Staff are skilled at spotting when children are becoming overwhelmed. They act quickly to distract and offer reassurances when needed. Older children take great pride in handing out the 'Hive Helper' certificates that they have designed. They are given to children who show kindness, respect and involvement. This practice ensures that those who are new to the club are acknowledged for trying hard and being a good friend to others.

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Inclusion Strong standard

Staff are skilled in their purposeful communications with young children. They recognise the individual needs of children and their changing care needs. Staff build strong bonds with children and sensitively give them time to express their feelings. They provide the support that is needed to remove the barriers to children's wellbeing. Children have free access to books and resources that reflect difference and diversity.

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Leadership and governance Strong standard

Leaders and staff know the local community, families and children very well. Parents offer extremely positively feedback about the leaders and the inclusive service that they provide. They state that their children have enormous fun at the club and that leaders and staff are responsive, professional and reassuring. Leaders work alongside the school and parents to share relevant information to ensure that the continued care for children is of an extremely high standard.

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Leadership and governance Strong standard

Leaders value the vast array of skills that different members of the team bring. They use staff expertise effectively at all times, particularly when supporting children with special educational needs and/or disabilities. Staff wellbeing is important to leaders and staff state that they feel very valued and thoroughly enjoy working at the club. Leaders consistently and thoughtfully deploy staff in order to maintain manageable workloads and safe supervision. Very regular supervisions are completed to further support staff wellbeing and identify any training needs.

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Leadership and governance Strong standard

Leaders actively seek feedback from families, which support an in-depth evaluation of the club. They continually look for ways to improve the service that they provide. Leaders are committed to providing the very best out-of-school provision and look for ways to strengthen their ability to further support children with unique needs.

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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 excited and extremely eager to attend this vibrant and welcoming after-school club. They are warmly greeted at the school gates by the staff, who know them very well. The journey between the school and the club is full of the sounds of chatter and laughter. Staff use this time to ask children about their school day and the topics that interest the children, such as recent birthdays or football games. Older children are given responsibility from the outset and they show genuine warmth and care for the younger children. They include them in games and invite them to join them in activities, such as crafts. Younger

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About this setting

Unique reference number (URN): 2828270 children, some of whom are very new to the club, demonstrate a sense of belonging as their key person gets to know them and what interests them. Staff use this information to plan a large range of activities that keep children focused and happy.

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About this setting

Children feedback that they look forward to the end of the school day when they can attend the club. They mention that it is 'so much fun' and 'everybody is kind'. A key strength of the club is the inclusive culture that leaders and staff have worked hard to create. Children with special educational needs and/or disabilities have adaptations and allowances to ensure that they can fully access all that is offered. Leaders work hard with school staff and parents to help identify any barriers to children's enjoyment. Staff plan an exciting programme of events, many of which the children have chosen themselves. Children learn about caring for animals and taking responsibility for living things through projects, such as hatching partridges and releasing them into the wild as a part of a conservation scheme. Children delight in anticipating the hatching of stick insects and use books to research how to look

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About this setting

Attendance at the club is excellent. Children are excited to arrive and often reluctant to leave after an evening of having fun with their friends.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help, to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with, leaders, staff, children and considered the views of 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.

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Address:

Hope Hive, Pilgrim House 51-63 St. Dunstans Road Worthing West Sussex BN13 1AA

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 08:50,Monday,Tuesday,Wednesday,Thursday,Friday : 14:45 - 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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