ActiveMe 360 CIC @ Swanmore Primary

ActiveMe 360 CIC @ Swanmore Primary

Unique reference number (URN): 2770545 Address: Swanmore C of E School, Church Road, Swanmore, SOUTHAMPTON, SO32 2PA Type: Childcare on non-domestic premises Registered with Ofsted: 26/01/2024 Registers: EYR, CCR, VCR Registered person: Active Me 360 C.I.C.

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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 set high expectations of children's behaviour. They model this well and have good relationships with children. Children respond and respect these rules and boundaries. For example, children know they must sit down when they are eating. Occasionally, children need little reminders of this. Staff structure groups to ensure all children can participate. For example, when taking part in sports they complete short circuits to maintain children's attention levels and engagement. This has a positive impact on children with special educational needs and/or disabilities.

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Behaviour, attitudes and establishing routines Expected standard

Children are confident and eager to follow the routine of the setting. They have opportunities for physical activities and other types of structured play, where they demonstrate a keenness to take part. At times, staff deployment during those group activities is not fully effective for the youngest children. For example, key staff who are responsible for the early years children remain at one activity while the early years children are spread across 2. This results in some of the youngest children receiving less tailored interactions. Children share their thoughts and opinions as they make rainbow milk. They work together in small teams to decide on colours and show kindness and consideration for each other's suggestions. Staff are proactive with managing children's attendance to ensure children's safety. They communicate with parents and the school if a child has not arrived for their session.

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Children's welfare and wellbeing Expected standard

Leaders ensure consistent staff work at the setting. This enables children and staff to build good relationships. Parents state that they also appreciate the consistency. Children are encouraged to keep themselves safe and follow age and stage appropriate procedures, for instance, during registration and toileting procedures. This is particularly helpful for children with special educational needs and/or disabilities and helps them access an ambitious activity schedule.

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Children's welfare and wellbeing Expected standard

Children are well supported to keep themselves healthy, happy and safe. They understand which food is healthy and to keep hydrated, particularly after taking part in sport exercises. Staff embed good hygiene practices in relation to handwashing and children demonstrate independence around this. Staff know and follow children's health care plans to ensure they remain safe. For example, robust procedures are in place for children with allergies. Children are supported in developing an understanding of how to stay safe online. Staff work with school staff to ensure their support is in line with the school's approach to support consistency for children.

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Inclusion Expected standard

Leaders have high expectations for all children. They provide an inclusive setting for children to access activities of interest, such as sports, dance, science experiment, arts and crafts and story time. Children are encouraged to work at their own levels and supported by staff when required. For example, when practising with bats and balls children choose which positions they can do and are supported to challenge themselves. Staff promptly recognise when children may require additional support and proactively monitor how effective that support is. They work in partnerships with other professionals, which has a positive impact on children. For instance, staff work with staff from the school that children attend. They share information about children's health and wellbeing. This helps to remove barriers for children with special educational needs and/ or disabilities.

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Inclusion Expected standard

Staff are reflective in their approach, which centres around inclusive practice. They consider the needs of all children in attendance to ensure their needs are met. The range of activities suits all children, some thrive on being physically active outdoors while others enjoy a more relaxing end to the day in the book area or painting. This helps children to feel safe and settled after their school day. Leaders prioritise professional development, ensuring that training is aligned with the needs of current children. For example, staff enhance their knowledge of strategies to support children's self-regulation. This enables staff to confidently support all children to access activities and engage effectively.

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Leadership and governance Expected standard

Leaders have a good oversight of the setting. They have high ambitions that are delivered well by staff. Leaders are clear on their expectations and when those expectations are not to standard, they are quick to review ways to improve. For example, it is recognised that transitions for children could be more seamless as there are periods of time where children are kept waiting when getting into groups, which impacts on children's behaviour and engagement. Those responsible for leadership and governance support leaders who work directly with children to improve this. They are proactive in their approach to drive improvements and have made several since their last inspection. This includes changes to their safeguarding procedures around toileting, mobile phones and staff supervision.

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Leadership and governance Expected standard

Staff receive high-quality supervision and coaching to enhance their practice. They feel supported by colleagues and leaders. Staff morale is positive and their wellbeing is carefully thought about from those with responsibility for leadership and governance. For example, they are provided with time outside of the setting to plan sessions, which has a positive impact on staff's workload.

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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 build positive relationships with peers in their local community through shared experiences, such as sports, dance, science experiments, arts and crafts and story time. All of which are fully inclusive, typical activities that children enjoy. Children are given freedom to choose how they spend their time, which promotes good independence and engagement. They have an eagerness to take part in the ambitious activities on offer. For example, children often respond promptly, with some eagerly running to their chosen activity.

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Address:

Swanmore C of E School, Church Road Swanmore SOUTHAMPTON SO32 2PA

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Address:

Type: Childcare on non-domestic premises Children, including those with special educational needs and/or disabilities, are well supported and thrive as their individual needs are effectively met. They form positive relationships with consistent staff, who care for them. Children show enthusiasm for the varied activities on offer. They collaborate when making decisions and are respectful for other's views and suggestions. For instance, when choosing colours for a science experiment, children wait for their friends to ensure their voting is fair. Children benefit from interacting in mixed-age groups, where older children develop leadership skills and younger children have positive role models. This approach supports children's confidence, resilience and ability to keep trying when acquiring skills become a challenge.

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Next steps

The leaders should review the deployment of staff during group activities to ensure all children, particularly the youngest children, are fully supported. The leaders should provide targeted training and support for staff to strengthen their understanding and implementation of effective transitions for children.

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About this inspection

The inspector spoke with children, leaders, staff and 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 Registration date: 26/01/2024

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 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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