Fireflies childcare limited at Gildredge HouseOfsted report card, 1 Oct 2026

Fireflies childcare limited at Gildredge House

Unique reference number (URN): 2750441 Address: Gildredge House, Compton Place Road, Eastbourne, BN20 8AB Type: Childcare on non-domestic premises Registered with Ofsted: 20/09/2023 Registers: EYR, CCR, VCR Registered person: Fireflies 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 Strong standard

Leaders have implemented a highly positive environment for children to play and relax in. Children show that they have a secure sense of belonging and a firm understanding of behaviour expectations. Staff have high expectations for children's behaviour and attitudes and implement this very well.

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Behaviour, attitudes and establishing routines Strong standard

Children are respected and their voices are heard. Children are consulted about the day-to- day running of the club. For example, children vote to decide which outside area they will play in. In addition, children are involved in agreeing the routines of the session at the start of term. Their suggestions are sought for menu and activity ideas. This has a significant impact on children's personal development and their sense of belonging at the setting. It also supports children to make healthy choices and decisions.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff achieve a positive balance of giving children freedom and establishing high expectations of their behaviour and attitudes. This results in a harmonious culture, where children have respect for the environment, themselves and each other. Leaders have implemented a robust key-person system so that younger children are appropriately supported to engage and collaborate with others. In addition, this supports the needs of children with special educational needs and/or disabilities and other barriers to their learning.

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Children's welfare and wellbeing Expected standard

Children are typically well supported by staff, who get to know them well. Children who are new to the club show that they know who to go to if they struggle to settle. Staff are available to offer emotional reassurance and activities to engage in. For example, children who are upset at the beginning of the session are distracted with board games and soon show they are happy to be there. Children can choose from a range of activities in the 2 rooms. For example, children draw 'under the sea pictures', play table football and read books.

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Children's welfare and wellbeing Expected standard

Children are reminded of the rules of the setting before lining up to play in the outside areas. This helps develop their understanding of how to keep themselves safe. While climbing and playing sports outside, children learn to move their bodies in different ways and how to socialise together. Children with special educational needs and/or disabilities and other barriers to their learning are supported with adjustments and staff interactions at times of transition. Staff provide additional resources, such as noise cancelling headphones and a sensory tent, to help children decompress if they become dysregulated. This typically supports all children to feel safe and secure.

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Inclusion Expected standard

Children with special educational needs and/or disabilities are generally well supported with extra adult help and adaptations to access all the activities on offer. Children who struggle with transitions between activities are sensitively helped to reduce any emotional dysregulation. This helps all children to feel included at this welcoming after-school club. Leaders provide additional resources, such as lanyards with picture symbols to support children's communication. This has a positive effect on children's understanding and language development.

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Inclusion Expected standard

Leaders maintain regular communication with the school to ensure that they have all the information necessary to support children in the club. Staff offer encouragement and praise, which supports children's emotional development and self-esteem. Staff are well trained in how to support children to ensure that they reach the best outcomes. For example, leaders ensure that staff attend a range of courses to support children's needs, including children's mental health. The impact of support for all children is reviewed and amended. Consequently, children are typically included and thriving.

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Leadership and governance Expected standard

Leaders have made improvements since the last inspection. For example, leaders have oversight of the safeguarding arrangements and systems in place to ensure that staff understand their safeguarding responsibilities. In addition, staff have received further safeguarding training. Leaders check their understanding via staff supervision meetings, where safeguarding scenarios are discussed. Consequently, staff understand their roles and responsibilities for child protection and children are safe. However, leaders should improve supervision to encourage staff to offer and accept feedback that will contribute to a culture of continuous improvement.

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Leadership and governance Expected standard

Leaders have secure systems in place to ensure safer recruitment and ongoing suitability is assured. Leaders have effective measures in place to communicate with parents and carers. Parents report that their children enjoy the club and that their children's health and safety is prioritised.

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Leadership and governance Expected standard

Staff are well deployed to ensure that all children are supervised and helped to engage in activities and routines. Staff report that they feel well supported with access to appropriate training for professional development. Leaders are proactive in providing a broad range of training to support children's best outcomes. For example, courses cover special educational needs and/or disabilities and how to support children's mental health. This has a positive impact on staff interactions with children and they are happy and thriving in 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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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 have a say in the day-to-day running of this inviting out-of-school club. For example, children help staff to organise the daily routines and decide what activities they will focus on. This has a positive impact on children's personal development and helps them to build a secure sense of belonging. Leaders and staff get to know children well and support children's individual needs and interests appropriately. Children with special educational needs and/or disabilities and other barriers to their learning are positively supported and included to make friendships and engage in group activities.

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Address:

Gildredge House Compton Place Road Children can choose from a broad range of activities in the club. They happily engage in different activities, such as pretending to cook, building with bricks and playing board games. There is a quieter room with drawing, colouring and craft activities for children, who prefer to relax or chat with staff. Children are also happy to read their books. Children's safety is assured because leaders have set up robust systems to ensure that hazards are minimised. Children are also encouraged to begin to learn about their own safety. For example, staff ask children to explain the rules before they move between different areas of the club. Children gleefully demonstrate that they know how to keep themselves safe.

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Address:

Children also have opportunities to play outside during the session. There are 2 large play areas, where children engage in a large obstacle course and play sports, such as basketball and football. This helps children to engage in healthy routines and learn new skills, such as navigating large obstacles, throwing and kicking balls. Children benefit from range of healthy snacks and cooked meals and leaders have ensured that staff understand and follow safer eating requirements.

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Next steps

Leaders should improve supervision to encourage staff to offer and accept feedback that will contribute to a culture of continuous improvement.

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About this inspection

The inspector spoke with parents, children, leaders and 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. Eastbourne BN20 8AB Type: Childcare on non-domestic premises

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About this inspection

Registered person: Fireflies Childcare Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 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

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

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