All Kids Active Club at St George's

All Kids Active Club at St George's

Unique reference number (URN): 2793506 Address: St. Georges C E Infant School, White Lion Road, Amersham, HP7 9HX Type: Childcare on non-domestic premises Registered with Ofsted: 23/07/2024 Registers: EYR, CCR, VCR Registered person: All Kids Active 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 Expected standard

Leaders and staff build positive relationships with children. Children seek them out to share stickers they have received at school for reading. They show pride in their work and engage well in the activities staff provide. For example, children proudly show pictures they have created. They are extremely confident and seek out visitors to chat to them about their day.

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Behaviour, attitudes and establishing routines Expected standard

Staff work collaboratively with children to establish clear boundaries and expectations within the club. They model respectful behaviour, and children respond positively. Children show high levels of respect towards staff and one another. For example, staff clearly explain that hurting others is not acceptable and discuss how this makes people feel. This helps children understand how their behaviour affects others.

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Behaviour, attitudes and establishing routines Expected standard

Staff explicitly teach behaviour expectations. They enthusiastically reward children for positive behaviour, such as sitting well or showing kindness to others. Children smile proudly as they gain marbles to add to the praise jar. They play cooperatively, invite others to join their games and share resources willingly. For example, children show great enjoyment when playing ball games together. Children's social skills are well developed.

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Behaviour, attitudes and establishing routines Expected standard

Leaders understand the importance of regular attendance and liaise with the school if a child does not arrive. This promotes the importance of attendance and ensures that all children's whereabouts are accounted for.

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Inclusion Expected standard

Inclusion is firmly embedded across the club. Staff gather information from parents and schools to develop a secure understanding of children's individual needs and ensure these are met. Leaders support staff to access relevant training alongside school staff. This helps to develop their confidence in supporting children with special educational needs and/or disabilities. Staff make thoughtful adaptations so that all children can participate fully. For example, staff celebrate children's participation in simple routines through systems, such as reward charts. These are shared with families and include home routines to support morning schedules. This helps children arrive at the club happy and ready for the day.

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Inclusion Expected standard

Leaders closely monitor children's engagement and progress. Staff carefully observe how children manage routines, friendships and play. This enables them to implement strategies that support children's wellbeing. For example, staff provide quiet time for children, when they arrive from school. This allows them to regulate their emotions before joining activities. As a result, children confidently access all aspects of club life, feel valued as individuals and thrive in a culture, where inclusion is a shared and consistent expectation. Leaders also work with external professionals where appropriate. This ensures that support is tailored, well informed and sustained.

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Children's welfare and wellbeing Needs attention

Staff do not support children's health needs effectively. They are not fully aware of the symptoms and treatments for all allergies and do not know children's allergy action plans well enough to respond quickly if needed. Overall, children's emotional welfare and wellbeing are supported through caring relationships and consistent routines. Staff know the children well and quickly recognise when they need reassurance, space or a quieter activity. For example, staff offer table puzzles and dolls for children who do not wish to join group games. This sensitive approach helps children feel safe, understood and able to settle comfortably.

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Children's welfare and wellbeing Needs attention

The club's ethos focuses on ensuring that all children take part in physical activity and have access to healthy foods after school. Children are encouraged to make healthy choices and understand how food and exercise help them feel well and energised. They run, climb, play games and join energetic group activities. This helps them develop coordination, strength and physical confidence.

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Children's welfare and wellbeing Needs attention

Staff listen carefully to children and involve them in decisions about the club. This promotes children's autonomy and sense of ownership. Staff build strong, nurturing relationships with their key children. They take time to listen and respond with kindness. Staff encourage children to express their feelings appropriately, which helps them feel safe and emotionally secure.

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Leadership and governance Needs attention

Supervision and monitoring of procedures relating to allergies are not fully embedded. As a result, staff have differing levels of knowledge about the children in their care, including whether they have allergies or require medication. This does not support children's health and welfare effectively. Generally, leaders evaluate other aspects of the setting appropriately and identify areas for improvement, both large and small, to enhance provision for children. For example, they recognise the need to re-establish routines that create a calm and harmonious environment, where children have the time and space to enjoy all activities.

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Leadership and governance Needs attention

Leaders are ambitious and aim to provide high-quality care for all children. They recognise that this begins with supporting staff wellbeing. Leaders ensure that staff feel valued and listened to. Staff speak very highly of the club's leaders. They report strong support for their professional development and say that leaders genuinely care about their personal wellbeing. Staff are encouraged to complete mandatory and additional training to develop their knowledge and skills. For example, staff take part in weekly quizzes on topics such as county lines, which helps to strengthen their understanding over time. Leaders have developed a small, committed team that prioritises children's emotional wellbeing.

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Leadership and governance Needs attention

Leaders listen to children and involve them in planning activities. This gives children a sense of ownership and belonging. Leaders know their community and families well and ensure the club meets their needs. They work closely with the school to promote consistency of care for children.

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Compulsory Childcare Register requirements

This setting has not 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 not 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

Leaders do not have effective oversight of procedures for managing children's health needs, including allergies. As a result, staff do not support children's health and welfare effectively. Despite this, children thoroughly enjoy their time at this lively and welcoming club. They arrive after a day at school eager to catch up with friends of different ages and explore the activities on offer. Children become deeply engaged in activities, such as making creations from play dough, and proudly show visitors what they have made. This demonstrates their pride in their achievements and their willingness to persevere, even when tasks are initially difficult.

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

Transitions from school are calm and well organised. Staff collect children directly and communicate regularly with school staff. This helps them understand how each child's day has been and share relevant information. This close working relationship enables staff to respond sensitively to children's emotional needs, particularly those with special educational needs and/or disabilities. It also reinforces consistent messages about the importance of regular attendance and positive engagement in both school and club life.

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

Staff and children have very positive relationships. Staff know the children well and provide sensitive, thoughtful support to help all children take part in activities. For example, staff encourage children to join in group games, such as hide the keys. This supports children's social skills and helps them work collaboratively. The club is filled with laughter and conversation between staff and children. At the start of each session, younger children meet with their key person in small groups. They enjoy discussing their day and talking about what they plan to play with at the club. This supports their wellbeing.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure that all staff are aware of the symptoms and treatments for all allergies and know children's allergy action plans well to ensure they can respond quickly if required 06/03/2026

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Action Completion Date

implement effective supervision to monitor practice to ensure all policies and procedures are embedded to promote children's health at all times 06/03/2026

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About this inspection

The inspector spoke with leaders, staff, parents 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:

St. Georges C E Infant School White Lion Road Amersham HP7 9HX

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Address:

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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