Be Active Sports and Clubs Childcare

Be Active Sports and Clubs Childcare

Unique reference number (URN): 2768618 Address: St. Catherine Catholic Primary School, Money Lane, West Drayton, UB7 7NX 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 Strong standard

Staff establish clear expectations and apply them consistently. This helps children to have a clear understanding of how to behave and take part positively. Staff explain instructions clearly. They take time to check that all children understand before activities begin. This is highly impactful as children engage well, cooperate with one another and show respect during play. Staff use calm and steady interactions to reinforce their expectations. They build warm, respectful relationships with children, interacting at their level and responding sensitively to their needs. This supports children to manage their behaviour and develop increasing self-control.

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Behaviour, attitudes and establishing routines Strong standard

Leaders ensure that routines are very well organised and familiar. Daily activity plans are shared in a way that children can easily follow. This gives children a clear sense of what is happening next. This consistency helps children to settle quickly and move between activities with confidence. Leaders place a clear emphasis on the importance of punctuality and regular attendance, working closely with parents to ensure children arrive on time. This supports children to settle quickly into routines and maximises their engagement in activities. Staff place a clear emphasis on teamwork and positive attitudes. For example, during group games, children learn to take turns, encourage each other and respond appropriately when things do not go their way. Over time, this is highly impactful in helping children to build resilience and well-developed social skills. Children's behaviour is consistently positive. They begin to take responsibility for their own actions.

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Children's welfare and wellbeing Strong standard

Leaders place children's welfare and wellbeing at the centre of the provision. They ensure that the environment is organised, safe and supportive. Staff plan routines that help children to understand how to keep themselves healthy and safe. Leaders provide a wide range of physical activities throughout the day, ensuring that children remain active and engaged in purposeful movement. There is a clear focus on promoting active lifestyles, which supports children's physical health and overall wellbeing. This is highly impactful, as children show a clear awareness of safety and begin to manage aspects of their own wellbeing with confidence. Opportunities for physical activity and access to nutritious food further support children's health and development.

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Children's welfare and wellbeing Strong standard

Staff supervise children carefully and remain attentive to their needs throughout the day. They consistently encourage children's independence through simple and well-established routines, such as collecting water or following safety instructions. Over time, this is highly impactful in helping children become more confident in managing their own health and safety. Staff build warm and trusting relationships, which means children feel secure and supported. Staff are quick to recognise when children need reassurance and respond with sensitivity. As a result, children are settled and ready to engage. The calm and supportive environment allows children to thrive, supporting their emotional wellbeing and physical development.

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Inclusion Strong standard

Leaders have created an inclusive culture, where staff understand children's individual needs in detail and act on these thoughtfully. They consistently gather meaningful information from families and other professionals before children attend, using this to shape support from the outset. This is highly impactful, as children, including those with special educational needs and/or disabilities, settle very quickly and take part with growing confidence. Leaders work closely with external partners and review support regularly, adapting strategies so they remain effective and relevant. They keep a careful check on children's engagement and respond swiftly, where changes are needed. This ensures that any barriers to children's participation and wellbeing reduce over time.

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Inclusion Strong standard

Staff apply their understanding of children's individual needs with care and consistency. They adapt activities so that all children can join in alongside their peers without feeling singled out. For example, staff repeat instructions or offer reassurance to help children, who need additional support, remain involved and understand what is expected. This approach is highly impactful. Children develop confidence, feel included and are willing to try new experiences. As a result, children benefit from an environment where their needs are recognised and supported. This helps children to build a clear sense of belonging.

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Leadership and governance Strong standard

Leaders have a clear and ambitious vision for the provision and remain focused on improving children's experiences. They regularly review practice through observations and monitoring activities. Leaders identify what is working well and where further refinement is needed. This ongoing oversight is highly impactful, as improvements are made promptly and are reflected in the consistently high quality of provision. Leaders also seek feedback from parents and carers and partners, and use this thoughtfully to shape ongoing developments.

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Leadership and governance Strong standard

Leaders invest in staff development and ensure that their expectations are clear. Through regular briefings and targeted support, staff are kept well informed about children's needs and how best to support them. Leaders place a clear emphasis on children's physical development. They ensure that staff are confident in delivering a wide range of active and engaging experiences. This consistent approach is highly impactful, as staff feel confident in their roles and deliver activities effectively. Leaders are mindful of staff wellbeing and workload. They organise staffing, routines and expectations effectively, ensuring that responsibilities are manageable and staff are well supported through clear communication and regular check ins. This helps staff to maintain a positive work-life balance and remain focused on delivering high-quality experiences for children.

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Leadership and governance Strong standard

Leaders maintain positive relationships with families, ensuring that communication is open and supportive. They also ensure consistency across sessions, which helps children to feel secure and familiar with routines. As a result, the provision is well led, with a clear focus on continuous improvement and positive outcomes for all children.

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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 come in happy and eager to join the many activities available. They quickly get used to the routines, which are always the same and help them to feel safe. This makes a big difference, and helps children to feel they belong and take part confidently right from the beginning. Many children come often and look forward to returning, showing how much they enjoy being in the setting. Leaders encourage children's attendance by building positive relationships with families. This makes sure that children get the most out of their time at the setting.

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Inspector:

Rizwana Nagoor Children particularly enjoy the wide range of physical activities available throughout the day. They have frequent opportunities to be active, take part in team games and develop their social skills alongside their coordination and physical abilities. This clear focus on physical activity keeps children motivated, engaged and supports their overall health and wellbeing. Children form warm relationships with staff and get along well with their peers. They learn to cooperate, take turns and support one another during activities. For example, during team games, children encourage each other and celebrate shared successes. This is highly impactful in helping children develop well-developed social skills and an understanding of teamwork. Children's behaviour is consistently positive. They respond well to the clear expectations set by staff.

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Inspector:

Children, including those with special educational needs and/or disabilities, receive effective support to take part fully in activities. Staff understand their needs and provide the right level of support without limiting their independence. As a result, children who may initially feel unsure grow in confidence, form friendships and feel included. Children enjoy being active and trying new things. Staff consistently support children to make healthy choices and understand how to keep themselves safe. Children are happy, engaged and thriving in an environment, where they feel valued.

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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, staff, the special educational needs coordinator, designated safeguarding leads, parents and carers 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. Catherine Catholic Primary School Money Lane West Drayton UB7 7NX

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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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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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