ActiveEdge Operating at Rosendale Primary School

School

Unique reference number (URN): 2772908 Address: Rosendale Primary School, Rosendale Road, LONDON, SE21 8LR Type: Childcare on non-domestic premises Registered with Ofsted: 22/01/2024 Registers: EYR, CCR, VCR Registered person: Activeedge Sports Group 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

Leaders establish a positive environment, where expectations for behaviour are clear, shared and consistently understood. Staff introduce 'camp rules' daily, including listening to others, being kind and informing adults of their whereabouts. Children demonstrate a secure understanding of these expectations and apply them consistently throughout the day. Staff consider children's age and individual needs when reinforcing expectations. They provide clear explanations and adapt their approach to ensure all children understand and can participate successfully.

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Behaviour, attitudes and establishing routines Strong standard

Staff build warm and respectful relationships with children. They model positive interactions and reinforce expectations through specific praise, such as recognising 'excellent listening' and 'great teamwork'. Children respond immediately to established cues, including '1, 2, 3 eyes on me', stopping what they are doing and giving their full attention. This demonstrates that routines are embedded and consistently applied.

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Behaviour, attitudes and establishing routines Strong standard

Children collaborate effectively and show respect for others. During group activities, they work together to create team names, take turns and support one another. Older children demonstrate responsibility by supporting younger children and modelling positive behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote attendance through clear communication with families and follow up promptly when children are absent. As a result, children are settled, cooperative and engaged, demonstrating positive attitudes and secure understanding of routines.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are prioritised through attentive care and consistent routines. Staff supervise children effectively across indoor and outdoor areas, ensuring that children move safely between spaces and are supported during activities. Care practices are consistent and responsive, enabling children to feel secure, supported and confident throughout their time at the setting. Staff actively promote children's physical wellbeing. They remind children to stay hydrated, take breaks and use the toilet, particularly supporting younger children to manage their needs. Children respond well to these prompts and demonstrate increasing independence in managing their personal care.

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Children's welfare and wellbeing Strong standard

Secure and responsive relationships are evident. Children approach staff confidently for reassurance and support. Staff check in regularly with children, asking if they are okay and responding sensitively to their needs. This supports children's emotional wellbeing and helps them feel safe and valued. Children are supported to recognise and manage their emotions. Staff provide calm guidance and reassurance during activities and transitions, helping children remain regulated and engaged.

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Children's welfare and wellbeing Strong standard

Children develop a clear understanding of healthy lifestyles. During mealtimes, staff sit with children and engage them in conversations about their food, helping them understand healthy choices. Staff ensure that children follow expectations, including not sharing food, to keep themselves and others safe.

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Inclusion Strong standard

Leaders create an inclusive culture, where children's individual needs are identified accurately and supported effectively. They gather detailed information from parents at registration and liaise closely with host school staff and professionals to ensure a shared understanding of children's needs before attendance.

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Inclusion Strong standard

Leaders take purposeful action to reduce barriers to participation. They ensure that agreed strategies are clearly communicated to staff and implemented consistently. Staff adapt activities, provide additional explanations and offer one-to-one support where needed. This enables all children, including those requiring additional support, to engage fully in activities.

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Inclusion Strong standard

Leaders monitor the effectiveness of support through daily staff discussions and ongoing communication with parents and school staff. They review how well children are accessing the provision and refine approaches, where needed, to ensure continued inclusion. Staff receive regular training, including supporting children with special educational needs and/or disabilities. This strengthens their ability to respond confidently and consistently to children's needs.

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Inclusion Strong standard

Leaders work in close partnership with families, schools and external professionals to support children known to social care and those facing barriers to their wellbeing. They also provide funded places for disadvantaged children, ensuring equitable access to the provision. As a result, children are included fully, participate confidently and experience a provision that consistently meets their individual needs.

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Leadership and governance Strong standard

Leaders demonstrate a clear and reflective understanding of the provision's strengths and use this to sustain and develop practice. They evaluate the effectiveness of the provision through staff discussions, feedback from families and daily reflection, ensuring that decision- making is well informed and focused on improving children's experiences. Leaders take effective action to strengthen practice. Following a previous incident, they carried out a detailed review, implemented additional staff training and strengthened approaches to supporting children with additional needs. This has improved staff confidence and consistency in responding to children's behaviour and individual needs.

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Leadership and governance Strong standard

Leaders prioritise the needs of all children in their decision-making, particularly those facing barriers to their wellbeing. They work closely with the host school, families and external professionals to ensure continuity of care and consistent approaches. This supports children known to social care and those requiring additional support to access the provision successfully.

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Leadership and governance Strong standard

Leaders place strong emphasis on professional development. Staff access regular training, including safeguarding, behaviour support and trauma-informed practice, which is reinforced through daily briefings and reflective discussions. Leaders maintain effective oversight of staff suitability, training and risk assessment processes. Staff demonstrate secure knowledge of safeguarding procedures and act to promote children's safety. Leaders foster a collaborative environment, where staff feel supported and valued, contributing to continuous improvement.

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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 confidently to a welcoming environment, where staff greet them warmly and support them to settle quickly. They place their belongings independently and move purposefully between spaces, showing that they feel secure and familiar with routines. Children choose from a range of activities, including table tennis, arts and crafts and team games, and engage with sustained interest.

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

Children form positive relationships with staff and one another. They respond immediately to familiar routines, such as '1, 2, 3 eyes on me', demonstrating high levels of cooperation and respect. During team games, children collaborate to create team names within a timed countdown, listen carefully to each other and take turns sharing ideas. Older children take on leadership roles, supporting younger children during activities and modelling kindness and responsibility.

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

Children enjoy being physically active and develop confidence through participation in a wide range of games. They practise throwing, catching and coordination skills during activities, such as dodgeball and basketball. Staff join in play, motivate children and celebrate their achievements, which supports children's confidence and self-esteem. Children remain engaged for extended periods and show pride in their involvement.

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

Children that need more time to understand rules of different games are supported well by staff. Staff adapt activities and provide additional explanations so that all children can participate. Leaders work closely with parents, schools and other professionals to ensure children known to social care and those facing barriers to their wellbeing receive consistent support.

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

Children understand how to keep themselves safe. They follow clear routines, manage their belongings independently and respond to reminders about personal care. Children are

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Address:

Rosendale Primary School Rosendale Road LONDON SE21 8LR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Activeedge Sports Group Ltd

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Address:

Register(s): EYR, CCR, VCR happy, safe and engaged. They develop confidence, build strong relationships and enjoy a structured and supportive environment.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards, with a sharper focus on strengthening the impact of their provision for children with special educational needs and/or disabilities, and children known (or previously known) to children's social care, so that support is consistently applied and further enhances children's participation, wellbeing and experiences.

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About this inspection

The inspector spoke with leaders, staff 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:30

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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