Littleport After School Club

Littleport After School Club

Unique reference number (URN): 2766133 Address: Littleport Community Primary School, Parsons Lane, Littleport, Ely, CB6 1JT Type: Childcare on non-domestic premises Registered with Ofsted: 08/12/2023 Registers: EYR, CCR, VCR Registered person: ActivePlay Education 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 work together to ensure that children understand the behavioural expectations of the club. They remind children to 'walk inside,' and children generally listen and follow instructions. Children quickly get to know the routine, queuing patiently to wash their hands and choose their snacks. Leaders focus on supporting children's social development, and children play together well.

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Behaviour, attitudes and establishing routines Expected standard

Staff promote a positive sense of responsibility and care within the setting. Older children are encouraged to look out for younger ones, particularly during outdoor play, helping to maintain a safe and supportive environment. Children consistently speak politely and respectfully to both staff and their peers, reflecting the positive culture modelled by adults. Staff further support children's independence by encouraging them to take responsibility for their belongings and contribute to everyday routines, such as drying plates and cups after snack time.

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Behaviour, attitudes and establishing routines Expected standard

Staff promote regular attendance, and children enjoy attending the club, showing enthusiasm for both learning and play. Staff arrange colouring competitions, which motivates children to patiently and carefully complete their colouring. Children enjoy using junk modelling materials and concentrate deeply as they create 'water feeders'. They persevere with more challenging tasks, such as using sticky tape, showing developing problem-solving skills. Children proudly share their models with others, and staff support them in testing their creations. Staff celebrate children's achievements and gently encourage them to evaluate their work, considering how they might refine and improve their designs.

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Children's welfare and wellbeing Expected standard

Leaders prioritise supporting children to develop active, healthy lifestyles. Staff provide a variety of healthy snacks. Children choose from options such as carrots, cucumbers and hummus on 'Veggie Tuesday' and many return for second helpings. Staff generally talk to children about how healthy foods benefit their bodies. Snack is a social occasion, and children speak to each other and staff about their day and learning at school. Staff support children with special educational needs and/or disabilities (SEND) to independently care for their own belongings and personal care needs. They adapt snack routines so that children with SEND feel comfortable and are kept safe.

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Children's welfare and wellbeing Expected standard

Leaders and staff place a significant emphasis on children's emotional wellbeing and provide a wide range of supportive activities. They create calm, relaxation areas with fidget toys and offer colouring activities to help children unwind. Weekly movie afternoons on Fridays further support children to relax and regulate their emotions. Role-play areas are also available, enabling children to develop friendships and practise their social skills in a collaborative way. Outdoors, children benefit from time and space to release energy, particularly through climbing on the trim trails, where they develop and refine physical skills such as balance and coordination. Staff provide close supervision to ensure children's safety, and children respond well to instructions, behaving sensibly and cooperatively.

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Inclusion Expected standard

Leaders believe that children should participate in decisions about the club and the activities they offer. They gather children's views through questionnaires and by listening to their views. For example, children are involved in choosing the Friday movie, which helps them feel included, respected and engaged in the club's decision-making process. Staff provide a range of activities and typically adapt these so that all children can participate. For example, when playing outside, staff support younger and less confident children to use the smaller trim trail, helping them develop their balance and coordination. Staff also make flexible adaptations to routines when needed so that individual children remain engaged in group activities.

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Inclusion Expected standard

Staff support children with special educational needs and/or disabilities effectively (SEND). They work with the school to gather and share information in order to identify and support individual children's needs. Staff provide resources and targeted support to include children. For example, staff provide targeted support for children with SEND on the trim trail, helping them to safely develop their balance and coordination while building confidence in their physical abilities. Staff use a range of communication strategies, such as gestures and visual aids to ensure children with SEND have their voices heard. Leaders generally work effectively with schools and other professionals to provide disadvantaged children with the support they need, such as using additional funding to enable them to access sessions during school holidays.

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Leadership and governance Expected standard

Leaders have developed a clear ethos for the club. They focus on providing opportunities for children to learn through play and promote children's social skills in an inclusive environment. Leaders generally have a clear understanding of the strengths of their setting and areas they need to develop. Whilst some training for staff is provided, leaders recognise that professional development is not yet planned systematically to meet the needs of the setting or individual staff members. Staff work well as a team and share information effectively to meet children's needs. Staff report feeling supported by leaders and confident to contact them when needed. Leaders maintain regular contact with staff and conduct supervision meetings to ensure staff have opportunities to express their ideas and reflect on their practice.

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Leadership and governance Expected standard

Leaders have developed positive relationships with the school, which helps them understand and meet children's needs effectively. Parents comment that their children are safe and happy in the club and that they develop positive relationships with staff. Staff share some information with parents; however, leaders do not ensure that parents receive current or meaningful information about the club. As a result, parents are not always aware of the activities their children take part in.

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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 settle quickly into the setting as staff gather information from parents which helps meet their individual needs. Staff generally promote regular attendance, which helps children to settle into the setting and become familiar with the routine. Children arrive confidently and patiently queue to wash their hands and choose their snack. They happily chat with staff about what they have been learning at school and share new facts they have learned with each other.

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About this setting

Children know the expectations and routines and they move around the club confidently and choose from a range of different activities. Outside, they know which areas of the playground they can use and readily approach staff for support when they need help. Children make effective use of their time outside by stretching and moving. They develop their physical skills as they climb and balance on the trim trail, dig in the sand pit and play basketball with staff.

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About this setting

Children are quickly engaged as staff challenge them to play strategic turn-taking games. Staff know children well. They observe them and provide a range of activities that match their abilities and preferences. Children explore the junk modelling resources in different ways. Some experiment with different containers and sticky tape, and others create more complex structures. Children make choices about what they want to play with and staff respect these, helping children feel valued. Children with special educational needs and/or disabilities are fully included as staff adapt their communication methods to understand their views and feelings.

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About this setting

Children typically feel emotionally secure at the club and build trusting relationships with staff and each other. They use the role-play area together to get to know each other and practise their social skills. They collaborate and are kind and helpful. Younger children enjoy playing and learning alongside older children and this helps build their confidence and prepare them for the next stage in their learning.

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Next steps

Leaders should ensure they share information with parents so they have information about the clubs' activities and their children's experiences.

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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): 2766133

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Address:

Littleport Community Primary School Parsons Lane, Littleport Ely CB6 1JT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: ActivePlay Education Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 03:15 - 05:45

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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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