Be Active Sports and Clubs Childcare

Be Active Sports and Clubs Childcare

Unique reference number (URN): 2768621 Address: Belmont First & Middle School, Hibbert Road, Wealdstone, Harrow, HA3 7JT Type: Childcare on non-domestic premises Registered with Ofsted: 03/01/2024 Registers: EYR, CCR, VCR Registered person: Be Active Sports and Clubs 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 Expected standard

Staff set clear expectations as children arrive, and reinforce these through reminders and modelling. Children understand what is expected and respond positively, which supports them to take part confidently.

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Behaviour, attitudes and establishing routines Expected standard

Children arrive from the school day and settle quickly into the routine. They engage readily and show positive attitudes towards what they are doing. Children take turns, cooperate with each other and follow expectations. Transitions between different parts of the provision are organised and purposeful. Children move between areas smoothly and understand routines, with staff providing guidance where needed.

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Behaviour, attitudes and establishing routines Expected standard

Staff remain involved and use calm, consistent language to reinforce expectations. Children respond well to this, and any minor disagreements are managed appropriately. This supports children to maintain positive behaviour and continue participating.

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Behaviour, attitudes and establishing routines Expected standard

Children of different ages interact well. Younger children are supported to understand routines, while older children model appropriate behaviour. This supports children to manage shared spaces and play cooperatively. Children engage positively across activities. However, where activities are not adapted or extended, engagement is not consistently sustained for all children.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported through clear daily routines and attentive supervision. Established arrangements help children to feel safe, settled and ready to engage in activities throughout the session.

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Children's welfare and wellbeing Expected standard

Staff support children's emotional wellbeing through calm communication, reassurance and consistent expectations. Children are helped to manage minor disagreements, regulate their behaviour and maintain positive relationships during play. Younger children and those needing additional support are guided effectively, enabling them to take part confidently.

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Children's welfare and wellbeing Expected standard

Leaders ensure that children's individual needs, including dietary requirements and allergies, are understood and followed appropriately. Hygiene routines, such as handwashing before eating, are reinforced consistently. Children benefit from a balanced snack provided within a calm and sociable environment.

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Children's welfare and wellbeing Expected standard

Children have regular opportunities to be physically active through structured games, alongside quieter experiences where they can relax after the school day. Staff supervise these effectively, ensuring children remain safe and supported.

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Children's welfare and wellbeing Expected standard

Opportunities for children to share what they have created or achieved are less consistently embedded. This means children do not always have regular opportunities to talk about and reflect on their experiences.

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Inclusion Expected standard

Inclusive practice is embedded within daily routines and how the provision is organised. Children of different ages and abilities take part together, and staff support them to participate alongside each other without separation. Individual needs, including for children with special educational needs and/or disabilities (SEND), are understood.

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Inclusion Expected standard

Children with SEND have their needs met through consistent adult support and appropriate strategies. Staff typically adjust their approach during activities, including simplifying instructions, providing reassurance and adapting expectations. This helps reduce barriers so children can participate alongside their peers and remain engaged. Where needed, children are supported to regulate, including through the use of a sensory area, and return to play, supporting continued participation.

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Inclusion Expected standard

Staff demonstrate a clear understanding of how to support children and apply this well, overall. Leaders ensure staff work in a consistent way, and this supports children to feel secure and understand what to expect. Leaders also work in partnership with the school to support a joined-up approach.

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Inclusion Expected standard

Children who speak English as an additional language are supported through clear communication, modelling, visual cues and demonstration, helping them to understand and take part. All children with differing needs are supported to participate alongside their peers, remain engaged and develop confidence within the provision.

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Leadership and governance Expected standard

Leaders provide clear oversight of the provision and ensure it operates in an organised and consistent manner. Staff are deployed effectively, and established routines support sessions to run smoothly and maintain a calm environment for children. Leaders communicate clear expectations to staff, supporting consistent approaches to behaviour, inclusion and children's participation. This contributes to a stable provision, where children understand routines and are supported to take part.

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Leadership and governance Expected standard

Leaders maintain strong partnerships with parents and the host school. Information is shared appropriately to support children's needs and promote continuity of care. Parents speak positively about the provision, describing staff as approachable and supportive. They report that their children enjoy attending and feel safe, and they value the reliable and well- organised nature of the club.

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Leadership and governance Expected standard

Leaders plan a range of activities across the session that support children's participation and enjoyment. At times, these are not adapted or built on to maintain engagement for all children. This means some children are not consistently engaged throughout the session.

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Leadership and governance Expected standard

Leadership arrangements support a well-managed provision, where expectations are clear and practice is consistent. Strengthening how activities are developed across the session would further support children's ongoing engagement and participation.

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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 and settle quickly into familiar routines at the end of the school day. Staff welcome children and create a calm, organised environment, where children feel comfortable and secure.

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

Children enjoy spending time with their friends and engage readily across the session. For example, during target-based games, children aim for a goal, take turns and keep score, which supports cooperation and focus. At other times, children choose creative experiences, where they concentrate and take pride in what they make. This provides a balanced range

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About this setting

of experiences that support children's enjoyment and ongoing engagement. Through these experiences, children build confidence, develop social skills and learn to cooperate with others in a mixed-age environment.

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About this setting

Children move between different experiences confidently and demonstrate positive relationships with one another. They play alongside children of different ages, with younger children supported to understand what to do and older children remaining independent and engaged. Children show increasing confidence as they take part in different parts of the session. Staff interact positively with children and provide encouragement that supports confidence and participation. Expectations for behaviour are clear and consistently reinforced, helping children to cooperate and manage shared spaces successfully.

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About this setting

Staff know children well and provide reassurance and guidance, where needed, so that children can take part comfortably alongside others. This helps children feel included and develop confidence within the group.

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About this setting

Daily routines, including snack time, contribute to a relaxed and sociable atmosphere, where children can unwind after the school day while remaining engaged. Children experience a welcoming provision, where they feel safe, build friendships and enjoy a positive balance of play, activity and relaxation.

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Next steps

Leaders should further refine opportunities for children to share their artwork and creations, to further promote their confidence and communication skills. Leaders should build on how activities are adapted and extended so that children remain consistently engaged across the session.

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About this inspection

The inspector spoke with leaders, staff, children 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. Unique reference number (URN): 2768621

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Address:

Belmont First & Middle School Hibbert Road, Wealdstone Harrow HA3 7JT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Be Active Sports and Clubs Limited

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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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