ActiveMe 360 CIC @ Southway Primary School

ActiveMe 360 CIC @ Southway Primary School

Unique reference number (URN): 2785757 Address: Southway Primary School, South Way, Bognor Regis, PO21 5EZ Type: Childcare on non-domestic premises Registered with Ofsted: 04/04/2024 Registers: EYR, CCR, VCR Registered person: Active Me 360 C.I.C.

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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 have developed a positive culture, where staff and children have a shared understanding of respectful behaviour. Staff use praise and encouragement to support children's understanding of what is expected of them. Staff have also created a 'buddy' system, where older children can support those who are younger to understand different rules and routines. Children, therefore, understand the expectations of their behaviour and consistently behave remarkably well. Children are polite and well mannered. For example, they say please and thank you during conversations and kindly invite their friends into their games. Activities and play are harmonious and collaborative.

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Behaviour, attitudes and establishing routines Strong standard

Staff at the setting know children extremely well. They know them each individually and understand different strategies that children might need to support their emotional regulation after school. For example, they have created a cosy book corner to support children who may need some quiet time after a busy day at school.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have established secure processes for supporting attendance. For example, if a child does not arrive at the out-of-school club, staff will promptly follow this up and liaise with parents.

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Children's welfare and wellbeing Strong standard

Staff are remarkably child focused and have developed a warm and inviting environment, where children feel a sense of belonging. For example, staff encourage children to display their art work and add their painted hand prints to another display board. Children explain that they thoroughly enjoy coming to the out-of-school club because they can choose from different activities, such as sports games or crafting.

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Children's welfare and wellbeing Strong standard

Routines are well structured and children know what comes next. Staff develop different methods of communicating what is going to happen in each session, such as visual timetables and an introduction to each session. This helps children to feel safe and secure.

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Children's welfare and wellbeing Strong standard

Children enjoy sociable mealtimes at the out-of-school club. They are independent and understand expectations of good hygiene, such as washing their hands before coming to eat fruit. Staff use opportunities to extend children's thinking around food. Children already demonstrate a well-developed understanding of nutrition as they discuss the importance of eating fruit and vegetables. Staff build on this further, engaging in meaningful conversations about exercise, rest and a balanced diet.

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Inclusion Strong standard

Leaders have developed effective systems that ensure important information about children's individual needs is gathered promptly ahead of children first starting at the out-of- school club. This ensures that staff can make appropriate adjustments where necessary, for example, for children with special educational needs and/or disabilities (SEND). Children, therefore, have the correct support in place from the very beginning.

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Inclusion Strong standard

Staff are mindful of children's different stage of learning and are highly knowledgeable about different strategies they can use to support different groups of children, including those who may face barriers to their learning and/or wellbeing and children who are younger. Staff also receive focused early years training and SEND training to support them to understand children's different needs further.

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Inclusion Strong standard

Staff work closely with parents and teachers. These close partnerships ensure that staff can provide specific support to children with SEND. For example, they share information and create collaborative individual plans for children. This means that children consistently benefit from a shared approach to their learning.

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Inclusion Strong standard

Leaders identify children who may face barriers to their learning and children who are known to children's social services. They provide support and build secure partnerships with families and professionals to consistently promote the wellbeing of all children.

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Leadership and governance Strong standard

Leaders are passionate and strategic. They have a precise focus on ensuring high-quality childcare and continually strive to promote active lifestyles for all children. This is mirrored in the highly positive attitudes of all staff working at the provision.

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Leadership and governance Strong standard

Leaders have embedded a culture of professionalism, where staff continually consider how they can develop and improve the experiences they offer to children. Staff are reflective and child focused. For example, they liaise with other professionals, such as teachers, to understand how the children's day has been at school so that they can fully support emotional wellbeing during their time at the out-of-school club. Staff discuss how they have meaningful supervision sessions that allow them to explore further professional development opportunities. Staff also explain how annual training is highly informative and supports them to develop exciting and motivating activities for children each day.

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Leadership and governance Strong standard

Leaders have thoughtful and purposeful interactions with parents. They work closely with them to support all children's individual needs. Staff identify children who may face barriers to their learning and/or wellbeing. They develop secure partnerships so that communication effectively supports children to thrive during their time at the out-of-school 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 thrive at this friendly and welcoming out-of-school club. They arrive from their classrooms with excitement, eager to get started with the different activities set up for them. Staff greet children individually, welcoming them by name and engaging in meaningful conversations about children's day at school. Children feel safe and settled.

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

Activities are broad and interesting. Children are offered the opportunity to experience sports each day. They enjoy daily access to the outdoors and staff focus on developing

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Address:

Southway Primary School South Way children's specific skills, such as accuracy and coordination. Staff offer praise and encouragement as children try hard with their activities.

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Address:

Staff also offer children enrichment activities, such as arts, crafts or imaginative play. Children become highly focused as they stick, cut and decorate crowns together. Staff offer different levels of support for children who are younger. These activities have been developed to build on children's individual creativity and also to encourage conversation and interaction.

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Address:

Leaders ensure that all children can access and enjoy all activities at the out-of-school club. They liaise closely with parents to ensure all children, including those with special educational needs and/or disabilities and children who may face barriers to their learning and/or wellbeing, receive secure and individual support during the sessions they attend.

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Next steps

Leaders should continue their highly successful work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the experiences of disadvantaged children, those with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke to parents, children, leaders and staff 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. Bognor Regis PO21 5EZ Type: Childcare on non-domestic premises

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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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