Active Future Gateshead Wraparound Care at Riverside Primary

Active Future Gateshead Wraparound Care

Unique reference number (URN): 2783466 Address: Riverside Primary Academy, Colliery Road, Gateshead, NE11 9DX Type: Childcare on non-domestic premises Registered with Ofsted: 04/04/2024 Registers: EYR, CCR, VCR Registered person: Tyneside Futsal Club 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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Inclusion Strong standard

Staff have a detailed understanding of children's individual needs. Leaders are knowledgeable and ensure all staff work tirelessly to offer an inclusive environment. Staff work consistently well with staff from school, and parents or carers, to understand any barriers children may face. This helps them swiftly identify adaptations to help support children with special educational needs and/or disabilities (SEND). Examples of this include adapting physical games so that children who are tired or overwhelmed after school can participate in the organisation of activities.

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Inclusion Strong standard

Staff benefit from a wealth of professional development to support inclusion. Managers explain that recent staff training has improved their awareness of SEND and many staff now feel they have an in-depth understanding of children's individual needs. Children who face barriers to their learning are happy and settled. Staff work closely with parents. They share information to ensure children benefit fully from the routines and activities in the club. Children have the time to build secure relationships with staff, and this helps them to engage in the activities that are on offer. Staff work with other professionals, including staff from school, to support children who are known or previously known to children's social care. They go above and beyond to support children and families who are disadvantaged.

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Behaviour, attitudes and establishing routines Expected standard

Staff have clear expectations for children's behaviour which they typically reinforce. Children understand those expectations and respond quickly when staff give sensitive reminders. For example, children stop talking when staff ask them to listen to their friends during a puppet show. Staff adapt routines to ensure all children are fully included into the club. They ensure children who face barriers to their wellbeing are fully included in all physical activities.

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Behaviour, attitudes and establishing routines Expected standard

Children are motivated and have positive attitudes. They settle quickly when they arrive at the club and choose what they want to play with. They concentrate well with their peers as they play with construction toys. Children have very positive relationships with staff and with each other. They greet staff with enthusiasm when they arrive and are excited to share things, this includes what they have been doing at home, as well as in the setting. Staff reinforce the importance of regular attendance to ensure children benefit form the routines. At times, the routines of the club do not consistently support children to become highly engaged, particularly at mealtimes or when setting up activities. For example, although children are well supervised when they are eating, sometimes they become distracted when other children are playing. Similarly, some children lose focus when others set up the hall for

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Children's welfare and wellbeing Expected standard

Leaders prioritise children's welfare and wellbeing. Children develop in confidence and access a range of stimulating activities. Staff provide clear messages to children about healthy lifestyles. Children enjoy plentiful access to fresh air and exercise as they play in the school yard. They develop their gymnastic skills as they play in the hall. Children enjoy the challenges staff set. They practise 'straddles' and 'tucks' as they jump off equipment. Staff support children effectively and teach them techniques to keep themselves safe. For example, children learn how to tuck their heads in when doing forward rolls. Staff ensure all children, including those who face barriers to their wellbeing, are secure and settled. Children build secure relationships with staff and seek them out for reassurance when needed.

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Children's welfare and wellbeing Expected standard

Leaders and staff talk to children about food that is good for them. Many children have created art work using fruit and vegetables as a theme, some of which has been published in a book following local competitions. Staff do not ensure healthier food options, such as fruit or vegetables, are available at snack time. Leaders have identified that they need to review how they can adapt the menu to make sure children get clearer messages regarding healthy eating.

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Leadership and governance Expected standard

Leaders understand the strengths and areas for development of the club. For example, they have identified that they need to review the food offered at snack time. Leaders provide effective support for staff through regular supervision sessions. They talk to staff and help them to develop their practice further. Leaders identify professional development opportunities to help staff improve their knowledge and skills. They encourage staff to implement key messages from training in to their practice. For example, recent training has helped staff introduce effective ways of communicating with all children, including those with special educational needs and/or disabilities. Staff feel that leaders support them well. Their enjoyment of their role shines thorough in their communication with children. Staff have effective relationships with parents, carers and the school staff, and parents value the three-

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Leadership and governance Expected standard

way communication. Parents comment that their children have superb relationships with staff. Leaders have clear procedures in place to ensure that staff know and understand the club's policies and procedures. They do not always ensure that they share all changes to policies or guidance swiftly with staff. For example, recent updates on government guidance has not been shared with all staff. This leads to some minor inconsistencies in practice.

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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 and settled in the club. They greet staff with enthusiasm when they arrive. Children look forward to sharing their news with staff, including what they have been doing at the weekend. Younger children seek out staff for cuddles and reassurance throughout the session as needed. Many children ask for 5 more minutes to play when their parents or carers arrive. Parents comment that staff take time to get to know all children and any barriers to learning that they may face. Children develop confidence and resilience,

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Inspector:

Elizabeth Fish which they take to other clubs in and out of school. This helps them develop skills for their future.

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Inspector:

Children enjoy the activities on offer, such as construction, arts and crafts, and physical activities. They know that staff listen to them and incorporate their ideas into the club. For example, children ask for puppets so that they can devise a puppet show to perform to other children after snack. Children cooperate well with their friends as they practise their show. They listen to each other's ideas. Children behave well and deal with minor disagreements effectively. For example, when children bump into each other during physical games, staff take time to help children work together to come up with solutions.

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Inspector:

Children attend regularly and benefit from predictable routines. They know that they have time to play in the room until all children have had snack and then they go into the hall or outside for physical activities. Children who prefer less boisterous activities are able to choose other activities in the room. Children are safe in the club. They line up quietly as they move to the school hall. Staff supervise them closely when they move around the building. Children learn how they can keep themselves safe as they use equipment. They wait until the mats are clear before they move onto apparatus or jump off. Children who are less confident ask staff before they do more complex activities, such as rolling, so that they have the necessary support.

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Next steps

Leaders should ensure that all routines support children to maintain high levels of engagement and involvement. Leaders should review the menu that they offer to children to ensure that they receive a range of healthy, sugar free options at snack time. Leaders should ensure any changes or updates to policies are shared with staff swiftly.

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About this inspection

The inspector spoke with leaders, practitioners, and the special educational needs coordinator 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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Address:

Riverside Primary Academy Colliery Road Gateshead NE11 9DX

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Tyneside Futsal Club Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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