Be Active Sports and Clubs Childcare

Be Active Sports and Clubs Childcare

Unique reference number (URN): 2768620 Address: Roxbourne Primary School, Torbay Road, Harrow, HA2 9QF Type: Childcare on non-domestic premises Registered with Ofsted: 28/12/2023 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

Children demonstrate consistently positive behaviour and attitudes throughout the setting. They are polite, respectful and show consideration towards their peers and staff. Clear expectations are in place and well understood by children, contributing to a calm and orderly environment.

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Behaviour, attitudes and establishing routines Strong standard

Staff act as positive role models, reinforcing good behaviour through praise and encouragement. Children engage enthusiastically in the activities provided and show high levels of motivation. They cooperate well with one another, taking turns and sharing resources with minimal support. Where minor disagreements arise, staff support children to resolve these effectively, helping them to develop their understanding of fairness and respect.

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Behaviour, attitudes and establishing routines Strong standard

Leaders are committed to ensuring that no child faces barriers to achieving success within the setting. Children display a strong sense of belonging and take pride in being part of the setting. They demonstrate confidence in making choices and are keen to contribute ideas for activities. Their positive attitudes support their enjoyment and participation. Staff consistently promote kindness and inclusivity, ensuring all children feel welcomed and valued. This results in a harmonious environment, where children feel safe, happy and eager to attend.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are given high priority within this setting. Staff create a nurturing and inclusive environment, where children feel safe, secure and valued. Children are encouraged to develop their independence, for example, by choosing their own activities and managing aspects of their self-care. Children confidently share their thoughts and feelings with attentive staff. Staff respond with genuine care and children build strong, trusting relationships with them.

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Children's welfare and wellbeing Strong standard

Staff have an excellent understanding of the children who attend. They are mindful of children's needs following the school day and adapt routines accordingly. This ensures children can relax, recharge and engage at their own pace. The provision supports children's emotional wellbeing effectively, helping them to feel comfortable, settled and ready to participate. Children's physical health is promoted well. Staff plan a range of enjoyable and energetic activities, both indoors and outdoors. These experiences encourage children to be active and explore different ways of using their bodies, helping to develop coordination and confidence. In addition, children are provided with healthy snacks and meals, supporting their overall health and reinforcing positive eating habits and lifestyles.

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Inclusion Expected standard

Staff promote an inclusive environment, where all children, including those with special educational needs and/or disabilities (SEND), are welcomed and supported appropriately. They plan ahead to ensure that children can access and enjoy the range of activities on offer, adapting experiences, where necessary, so that all can participate fully and with confidence. Staff know the children well and use this knowledge to create a setting, where children feel safe, happy and included. Children's individual needs are recognised and respected.

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Inclusion Expected standard

Positive partnerships are in place with the host school and teaching staff. This helps to provide consistency for children as they move between school and the club. Staff share relevant information with parents and teachers, supporting smooth transitions at the end of the day. They adopt familiar strategies used in school, such as visual timetables and sensory resources. This helps children feel secure, manage expectations and understand routines. Staff demonstrate a secure understanding of SEND and attend regular training to develop their knowledge and confidence. However, while inclusive practices are evident, this training is not always tailored closely enough to meet the specific needs of the children who attend. As a result, opportunities to further strengthen targeted support are sometimes missed.

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Leadership and governance Expected standard

Leaders establish effective systems that help to ensure children are safe, feel valued and engage well in the activities provided. Staff report that they feel supported and enjoy their roles, contributing positively to the welcoming environment. Leaders meet with staff regularly, and clear communication ensures that expectations are understood and, overall, practice remains consistent across the setting. This shared approach supports a cohesive team and benefits children's experiences.

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Leadership and governance Expected standard

Leaders demonstrate pride in their provision and have a clear understanding of its strengths. They are committed to maintaining a positive environment for both children and staff. However, systems for identifying and addressing areas for development are not yet fully refined. While staff access a range of external training opportunities, these are not always closely matched to the specific needs of the setting or to individual professional development goals. This reduces the overall impact of training on further enhancing practice.

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Leadership and governance Expected standard

Partnerships with parents are purposeful. Communication is effective, and parents speak positively about the support they receive. They value the reassurance that their children are safe, happy and well cared for. Parents also appreciate that their children are provided with nutritious food and supported to complete homework, contributing to their overall wellbeing and development.

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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 are happy, calm and settled in this safe and welcoming setting. They are greeted warmly on arrival and welcomed as individuals. Staff take a genuine interest in children's experiences at school, which helps children to feel valued and understood. As a result, children are comfortable in the presence of staff and quickly settle into the routines of the setting.

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

Children are fully engaged in the activities provided and form caring, positive relationships with staff. They enjoy taking part in a wide range of experiences, including energetic

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Address:

Roxbourne Primary School Torbay Road physical play, such as running, cricket and athletics. Alongside this, children have opportunities to access quieter activities, including reading and drawing, allowing them to relax after the school day. Staff interact enthusiastically with children and plan activities that reflect the interests and needs of those attending. They adapt activities effectively to maintain children's engagement and ensure that all children can participate. A well-balanced mix of adult-led activities and opportunities for free exploration supports children's creativity and individual preferences.

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Address:

Children proudly display their artwork and share what they have created with the staff and their peers. Children respond positively to the encouragement they receive. Staff promote a supportive environment, where children celebrate success and are encouraged to try their best. Children participate eagerly in games and demonstrate a positive attitude towards both winning and losing. This helps to build their confidence, resilience and social skills, contributing to their overall enjoyment of the setting.

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Next steps

Leaders should closely match professional development opportunities to staff roles and the specific needs of the setting, so that training consistently strengthens practice and improves outcomes for children.

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About this inspection

The inspector spoke with the manager 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. Harrow HA2 9QF Type: Childcare on non-domestic premises

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About this inspection

Registered person: Be Active Sports and Clubs Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:40,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00,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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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