Be Active Sports and Clubs Childcare

Be Active Sports and Clubs Childcare

Unique reference number (URN): 2768619 Address: Cranford Park Academy, Phelps Way, Hayes, UB3 4LQ 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

Children enthusiastically and happily take part in a range of activities. They listen attentively to any explanations of physical activities. Children have positive attitudes, concentrate well and try hard to achieve activity aims. Staff manage children's behaviour fairly and consistently. They organise the environment and resources effectively to promote positive behaviour. For example, staff provide a range of resources, such as books, creative drawing, yoga and physical activities, to keep children happily engaged in tasks.

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Behaviour, attitudes and establishing routines Expected standard

Staff manage transitions well. For instance, children line up quietly, walk sensibly into the hall and sit quietly on mats in readiness for physical activities. Staff use different strategies to manage children's behaviour successfully. For example, they use visual cues to gain children's attention and remind them to use indoor voices. Children get along well with each other. They support each other's efforts and give each other advice. For example, older children help younger ones to solve mathematics puzzles on a whiteboard. They cheer each other on when taking part in competitive team games. Staff are caring and supportive to all children. They adapt routines and behaviour management strategies to meet the individual needs of each child, including those with special educational needs and/or disabilities, or other vulnerable children. Children attend regularly and enjoy a range of activities.

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Children's welfare and wellbeing Expected standard

Children have secure, responsive and trusting relationships with staff. They go to staff if they need any help or reassurance. Staff ask children how they are feeling each day and help them to learn how to manage their emotions. For instance, they offer children quiet time with colouring books if they need to unwind after a busy day. Staff prioritise children's safety. For instance, they collect children from their classrooms, bring them safely into the setting and sign them in securely. Children act in safe ways. For instance, they walk indoors and sit down when eating. Children use apparatus for physical activities with care and caution. They have effective care routines, for instance they wash their hands before eating. Staff provide healthy fruit snacks and fresh drinking water. They teach children about the importance of eating well. Staff prepare fruit and serve it to children.

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Children's welfare and wellbeing Expected standard

Children have some opportunities to do things for themselves, such as put their coats away and wash their hands. However, staff have not fully considered how they can support children further to learn to do things for themselves, for example, during daily routines. Staff make adaptations as required to meet children's individual needs, including those with special educational needs and/or disabilities, or other vulnerable children.

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Inclusion Expected standard

Staff talk to parents to find out about children's needs when they first arrive and also refer to information on the registration form. Staff have effective links with teachers and staff who work in the on-site school. They obtain information, such as support plans, for any children with special educational needs and/or disabilities (SEND), and other vulnerable children. Staff refer to plans and make any necessary adaptations to routines or activities to meet children's individual needs. Staff speak with the school staff for further guidance on how to meet the needs of children with SEND, and other vulnerable children. This helps to inform planning and staff make any necessary adjustments for children.

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Inclusion Expected standard

Staff know to talk to parents if they observe any behavioural or developmental concerns relating to children. They are aware of relevant health professionals to contact for further help and share this information with parents where needed.

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Leadership and governance Expected standard

Staff have positive partnerships with parents and provide daily feedback on children's activities and wellbeing. Parents spoken to during the inspection expressed appreciation of the provision. Staff work closely with class teachers and share any information with parents from teachers. This helps to ensure that parents are kept well informed about information relating to their child.

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Leadership and governance Expected standard

Overall, staff gather the views of children on the provision. For instance, they ask children about any activities they would like to include in the programme. However, staff do not consistently include the views of younger children. This means that at times younger children's ideas are not consistently represented in activities to support their further enjoyment. Leaders review all aspects of the setting and talk to staff and parents for their views. They set some relevant goals to build improvements. Leaders ensure that staff have the suitable skills and knowledge to undertake their roles. For instance, they ensure that staff attend regular safeguarding and first-aid training updates. Leaders meet with staff regularly to discuss their work and to offer any support where needed. Leaders and staff work closely with school staff and this leads to a secure sense of community for all.

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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 safely into this organised setting. Children have close, trusting relationships with staff, who welcome them and their families warmly. Staff are patient and attentive to children and value each child highly. They smile and speak kindly to children and this helps to create positive relationships. Staff place high emphasis on keeping children active and healthy. They provide carefully structured sessions that aim to increase children's strength, coordination, movement and flexibility. Children have fun as they use their bodies to create different shapes, demonstrating balancing skills and strength. They work well together in pairs and in relay teams, where they cheer each other on as they take part in races. Children are supported effectively by staff in activities, for example staff demonstrate how to jump from a bench and land safely.

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

Overall, all children, whatever their ability, take part in and enjoy activities. Staff make any necessary adjustments to meet children's needs, including those with special educational needs and/or disabilities, or other vulnerable children. Generally, staff gather children's views on the provision and use this information to inform planning of activities, overall. Generally, this helps to increase children's enjoyment of activities and supports their wellbeing.

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

Children and their families feel a part of the wider school community. Relationships are secure because some of the staff work with the children during the school day and know the children well. This familiarity with staff helps to build positive relationships. Staff encourage parents to bring their children regularly and explain how this helps children to build relationships with other children. They tell parents how much children enjoy activities and how this supports their physical health and wellbeing.

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Address:

Cranford Park Academy Phelps Way Hayes UB3 4LQ

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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,Wednesday,Thursday,Friday : 07:30 - 08:40,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 17:15

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Next steps

Leaders should support children's personal and social development further, particularly by providing consistent opportunities for children to do things for themselves. Leaders should enhance children's wellbeing, particularly by ensuring that the voice of younger children is reflected more consistently in activities to further support their enjoyment of activities.

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About this inspection

The inspector spoke with leaders, staff and children. She considered comments from 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.

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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. 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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