Little Chalfont Play Active Club

Little Chalfont Play Active Club

Unique reference number (URN): 2770107 Address: Little Chalfont Cp School, Oakington Avenue, Amersham, HP6 6SX Type: Childcare on non-domestic premises Registered with Ofsted: 23/11/2023 Registers: EYR, CCR, VCR Registered person: AJK Sports 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

Staff cultivate a highly harmonious environment, where respect, kindness and exemplary behaviour are the norm. They deeply embed high expectations, which children rise to consistently. Warm and trusting relationships between staff and children create a calm and nurturing atmosphere. Children feel confident, listened to and valued. Staff engage with children attentively. They encourage their ideas and imaginations as they bring creative projects to life, such as Easter crafts and rainbow artwork.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is consistently excellent. They greet one another with genuine enthusiasm, share resources thoughtfully and demonstrate a deep social awareness. Older children act as positive role models, naturally supporting younger peers and helping them feel included in play. The oldest children benefit from opportunities to unwind through mindful colouring and quiet activities. This enables them to regulate their feelings effectively after a busy school day.

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Behaviour, attitudes and establishing routines Strong standard

High-quality staff interactions sustain children's curiosity and engagement throughout the session. Children settle swiftly on arrival and immerse themselves in the wide range of activities available, including sports, cookery and arts and crafts. The programme is carefully planned to meet the needs of all ages and stages across the primary range, ensuring every child can participate successfully. Children's consistently positive behaviour contributes to a calm and welcoming environment, where children feel secure, respected and eager to take part. Leaders promote punctuality effectively, so that all children can settle quickly and enjoy the full experience of the session.

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Children's welfare and wellbeing Strong standard

Leaders have an in-depth understanding of every child who attends the setting. This enables them to respond swiftly and effectively to children's individual needs throughout the session. Each child is allocated a key person appropriate to their age, ensuring they feel known, supported and secure. Well-structured routines help children to develop positive habits and a clear understanding of the high expectations that guide their time at the club.

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Children's welfare and wellbeing Strong standard

Snack time is a valued social experience, where children share their thoughts, discuss their day and make independent choices about what they would like to eat. They confidently express likes and dislikes, even debating the mystery of unusual sandwich flavours. Staff manage children's allergies and dietary requirements with meticulous care. This ensures all children's needs are met safely and inclusively.

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Children's welfare and wellbeing Strong standard

Leaders have created a safe and nurturing environment, where children can play, relax and socialise with their friends. They benefit from access to outdoor sports clubs, as well as a wide range of indoor activities. The breadth of the programme reflects thoughtful consideration of all aspects of children's development, including physical health, emotional wellbeing and social confidence. Children are encouraged to talk about their feelings and use regulation strategies. Staff support children with comforting resources, such as soft toys, when needed. Children's wellbeing and welfare are promoted exceptionally well, enabling them to thrive.

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Inclusion Strong standard

Leaders identify children's needs quickly and work closely with parents and carers, teachers and the school's special educational needs coordinators to ensure every child can thrive within the setting. They take a proactive approach to removing barriers to children's play and participation. For example, staff make very thoughtful adaptations, such as providing quiet spaces, flexible routines and later start times for those children who need additional support to settle. These adjustments help children to feel secure and ready to engage. Leaders ensure that all barriers for children are removed.

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Inclusion Strong standard

Leaders and staff demonstrate a thorough understanding of inclusive practice. They draw on an excellent knowledge of resources and strategies to support children with emerging or identified needs. Leaders remain alert to when further intervention may be required. Leaders provide ongoing training opportunities to ensure staff continue to develop their skills and deepen their understanding of the children they care for.

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Inclusion Strong standard

Very high expectations are evident across the setting. Leaders encourage staff to be flexible and responsive. They adapt activities, when necessary, so that all children can participate meaningfully. Working partnerships with parents and carers and professionals underpin this approach. This ensures that information is shared effectively and that children experience consistency between school and the setting. By working closely with teachers, leaders maintain a joined-up understanding of each child's day. This helps to create a smooth and supportive experience for every child.

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Leadership and governance Strong standard

Leadership at the club is highly effective. Leaders demonstrate an excellent and confident oversight of the provision. Their passion for their roles is evident in the high standards modelled across the setting. Senior leaders share a clear and ambitious vision for continuous improvement. This is underpinned by a commitment to delivering high-quality experiences for all children. Leaders' decision-making consistently reflects the needs and interests of the children. There is a well-balanced programme of sports and creative activities that ensures inclusivity and enables every child to participate and thrive. Leaders are highly responsive and adapt activities to meet the wide range of abilities and emerging needs within the cohort.

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Leadership and governance Strong standard

Partnerships with the host school are very well established. Effective communication and joint working ensure smooth transitions for children. This strengthens continuity and enhances the overall experience for families. Leaders manage staff's workload sensitively through high staff ratios and a supportive working culture. Staff speak positively about the ethos of the club and feel valued in their roles. Regular supervision meetings promote staff's wellbeing and create opportunities for coaching and professional growth. Leaders use observations effectively to guide staff's development, resulting in a confident and professional team. Access to ongoing training ensures staff remain skilled and knowledgeable. As a result, children benefit from consistently high-quality care and thoroughly enjoy attending 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 arrive at this calm and welcoming after-school club eager to join their friends. They settle quickly into the inviting atmosphere. Children are greeted by a warm and friendly team, who instinctively know how to help them unwind after a busy school day. Through consistently positive and high-quality interactions, children build safe and secure relationships with staff. This sense of trust is evident as they chat happily while making Easter bunnies, drawing rainbows or sharing ideas during imaginative play with LEGO. Staff skilfully engage children's interests, whether by exploring favourite books together or supporting younger children to express their creativity.

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

Children's individuality is celebrated throughout the club. They benefit from a broad and balanced range of activities that encourage them to try new things, develop resilience and build autonomy. Staff weave encouraging children's independence naturally into the routine. Children confidently help to prepare snacks, create tally charts to record choices and immerse themselves in card games. Older children model kindness and inclusion, often inviting younger ones to join in. These moments foster friendships and help quieter children to grow in confidence.

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

Children with special educational needs and/or disabilities are well supported. Staff work closely with families, teachers and other key people in children's lives to ensure their needs are understood and met. They make thoughtful adaptations and carefully select resources to enable every child to participate fully and successfully.

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

Very positive partnerships with the host school further enhance children's experiences. Regular communication ensures continuity, shared expectations and a consistent approach to children's learning and wellbeing. Staff align themes and events so that children feel a seamless connection between school and the club. Children experience a nurturing environment, where they feel valued, supported and excited to play. They build meaningful relationships.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing

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About this inspection

The inspector spoke with leaders, key staff members 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:

Little Chalfont Cp School Oakington Avenue Amersham HP6 6SX

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Address:

Type: Childcare on non-domestic premises

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Address:

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