Aktiva Camps @ Wendell Park

Aktiva Camps @ Wendell Park

Unique reference number (URN): 2789083 Address: Wendell Park Primary School, Stronsa Road, London, W12 9LB Type: Childcare on non-domestic premises Registered with Ofsted: 15/04/2024 Registers: EYR, CCR, VCR Registered person: Aktiva Camps 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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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are supported effectively across the club. Staff supervise children closely and ensure that health and safety routines are consistently followed throughout the session. Clear procedures are in place to manage children's dietary, medical and allergy needs. For example, the setting is nut free and staff manage individual allergies carefully. Staff build warm, secure relationships with children, which helps children to feel safe and secure.

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Children's welfare and wellbeing Strong standard

Staff promote healthy lifestyles through daily routines and activities. For example, children access regular outdoor play and take part in physical activities, which support their physical development. Staff also promote good hygiene practices and support children to follow routines, such as handwashing and safe eating.

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Children's welfare and wellbeing Strong standard

Children are supported to make choices and develop independence. For example, during snack, children select their own food and manage their choices, while staff provide appropriate support, particularly for younger children. This helps children to develop confidence and independence.

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Children's welfare and wellbeing Strong standard

Staff support children's emotional wellbeing effectively. Children regulate their emotions, including accessing a designated space, when needed, and return to play. As a result, children are comfortable, settled and enjoy their time at the club.

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Inclusion Strong standard

Children benefit from an inclusive environment, where staff support them to be included and participate in activities. Staff recognise children's individual needs and identify any barriers to participation, adapting their approach to support engagement. They are knowledgeable about children's backgrounds and use this information, alongside information shared by parents and the host school, to support their care and learning.

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Inclusion Strong standard

Staff adapt activities and interactions to meet children's needs. For example, they support children who speak English as an additional language through clear communication and repetition. Staff also provide appropriate support for children with special educational needs and/or disabilities, ensuring they can access activities alongside their peers and remain engaged in play.

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Inclusion Strong standard

The environment supports inclusion. Staff provide resources and experiences that reflect children's backgrounds and support their understanding of differences. This approach helps children to feel valued, develop a sense of belonging and engage confidently in activities over time.

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Behaviour, attitudes and establishing routines Expected standard

Children typically behave well and show positive attitudes throughout the session. They engage in a range of activities and show enjoyment in both structured and free-choice experiences. Children make choices about what they would like to do and take part willingly, which generally supports their engagement. For example, children independently select resources and remain involved in games and creative activities.

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Behaviour, attitudes and establishing routines Expected standard

Staff model expected behaviours and provide clear, age-appropriate guidance. Children understand routines and respond well to staff's expectations. They follow established routines, such as moving into activities and preparing for snack, which support a calm and organised session. For example, children respond promptly to tidy-up signals and join group activities appropriately.

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Behaviour, attitudes and establishing routines Expected standard

Children cooperate with each other and take turns during activities. Staff are actively involved and reinforce expectations, particularly during group games, which promotes positive behaviour. Where minor disagreements arise, staff respond calmly and consistently, helping children to resolve issues and continue their play. Children begin to take responsibility for their behaviour, for example, by following routines independently and helping to tidy resources.

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Behaviour, attitudes and establishing routines Expected standard

Overall, routines support children's behaviour and engagement across the session.

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Leadership and governance Expected standard

Leaders demonstrate a clear understanding of the provision. They identify strengths and take action to develop areas further. For example, leaders gather information from parents and the host school to understand children's needs and ensure staff provide appropriate support.

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Leadership and governance Expected standard

Leaders oversee the day-to-day running of the club effectively. Staff are deployed appropriately to supervise children and support activities, maintaining a safe and organised environment, where children understand routines and expectations. Staff report that they feel well supported by leaders. Leaders provide a full induction and staff access mandatory training, which helps them to carry out their roles with confidence.

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Leadership and governance Expected standard

Leaders know children and families well and maintain positive relationships with parents. Parents report that they are happy with the care provided and that their children enjoy attending.

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Leadership and governance Expected standard

However, leaders have not yet fully developed the range of resources for older children or how activities are organised to bring children of different ages together. As a result, not all children are consistently engaged at the same level across the club.

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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 at the club confidently at the end of the school day and settle quickly into familiar routines. Staff welcome children warmly and create a calm and 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 in a range of activities available throughout the session. Opportunities for physical play allow children to be active and work cooperatively during team games, while creative and quieter activities provide space for children to relax and express their ideas. Children move between activities

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Address:

Wendell Park Primary School Stronsa Road London W12 9LB confidently and demonstrate positive relationships with one another as they play and interact.

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Address:

Staff interact positively with children and provide encouragement that supports confidence and participation. Expectations for behaviour are clear and consistently reinforced, helping children to play together respectfully and manage shared spaces successfully.

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Address:

Staff support children to feel included and part of the group. Staff know children well and provide reassurance and guidance, where needed, so that children participate comfortably alongside others. This helps children develop confidence and independence within a supportive environment.

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Next steps

Leaders should extend the range of resources for older children to better support sustained engagement and challenge. Leaders should create more opportunities for children of different ages to engage in shared activities to support interaction and engagement across the club.

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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. Type: Childcare on non-domestic premises

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:15

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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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