Whiteley High Five After School Club

Whiteley High Five After School Club

Unique reference number (URN): 2781357 Address: WHITELEY COMMUNITY CENTRE, Gull Coppice, Whiteley, Fareham, PO15 7LA Type: Childcare on non-domestic premises Registered with Ofsted: 09/04/2024 Registers: EYR, CCR, VCR Registered person: High Five Afterschool Clubs 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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Behaviour, attitudes and establishing routines Strong standard

Leaders have developed a highly positive and respectful culture. As a result children follow rules and routines effortlessly. For example, children complete the walk from school to the out-of-school club carefully, being mindful to use their 'walking feet' as they know this is a rule. Children can explain what is expected of them with ease and even know where to find the poster that can remind them. Staff discuss the importance of kind words and kind hands. Furthermore, children recognise moments of 'team work', such as during collaborative play or tidying up. Staff offer consistent praise and encouragement to increase children's understanding of positive behaviour. Through this consistent practice, children know what is expected of them and behave remarkably well.

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Behaviour, attitudes and establishing routines Strong standard

Staff have close and meaningful relationships with children. As they are collected from school, children gleefully greet staff and together they excitedly begin discussing the different activities available at the after-school club.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have a secure approach to attendance and have clear procedures in place. Parents understand these well and keep in touch with the out-of-school club about any expected absences.

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Leadership and governance Strong standard

Leaders are passionate and strive to continually improve the experiences they offer to children. Leaders are highly reflective and consider views from parents and staff when they evaluate the effectiveness of their out-of-school setting. They establish the settings improvement priorities and align training purposefully to raise standards. For example, they recognise how to support staff in areas where practice needs to be strengthened and provide detailed coaching and training to further develop staff understanding of supporting different groups of children.

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Leadership and governance Strong standard

Staff are highly positive about their experience working at the after-school club. They explain that their wellbeing is well supported and the leaders ensure their workload is manageable. Staff have the opportunity for meaningful supervision sessions where they can discuss future training and professional development.

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Leadership and governance Strong standard

Leaders have developed effective systems that fully support children and families. Parents receive regular information about the activities that children get to enjoy. Leaders also build effective partnerships with teachers and parents. This enables them to further tailor the support offered to all children, including those with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing. Leaders ensure information is shared to promote a shared approach to children's care.

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Children's welfare and wellbeing Expected standard

Staff provide a calm and nurturing environment where children feel safe and valued. Staff consider each child's individual needs and character when they set-up the spaces before children arrive. For example, they know that some children might need quieter spaces after school. Staff have created a 'Zen Den' where children can relax and unwind together, looking at books and playing board games. They also use a large outdoor play area and large hall for ball games and sports so that all children can do something they enjoy.

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Children's welfare and wellbeing Expected standard

Leaders have a good understanding of different practises that can support children's personal wellbeing. For example, leaders encourage children to wash their hands before eating and provide parents with information about providing healthy options for children to eat at the out-of-school club. Leaders intend for staff to use mealtimes to discuss healthy lifestyles, for example around food, exercise and screen time. However, these interactions are not yet embedded and staff do not consistently recognise opportunities to strengthen children's ability to make independent decisions about good health. Despite this, mealtimes are a wholly sociable occasion that children enjoy as they interact joyfully with their friends and with staff.

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Inclusion Expected standard

Leaders implement effective procedures that ensure all children with special educational needs and/or disabilities (SEND) or other barriers to their learning and/or wellbeing are well known to staff. Leaders use these systems to enable them to understand the needs of all families. Leaders are knowledgeable about how to identify any children who are known (or previously known) to children's social care and offer each family individual support where necessary.

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Inclusion Expected standard

Leaders share information with staff who carefully consider how they can best support children's needs and interests. Staff also communicate with children's teachers or any other professionals that might be involved with children's education and care, so that children can benefit from a shared approach.

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Inclusion Expected standard

Overall, children are well supported and some staff recognise how to adapt instructions and activities to effectively support children of different ages or stage of ability. Leaders recognise that some staff need further support to strengthen their understanding of strategies in place to support children individually. They therefore plan training that focuses on developing staff knowledge and understanding of working with different groups of children, including children with SEND.

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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 attending this out-of-school setting feel safe and happy. They are greeted by enthusiastic staff who know them well and ask questions about their day at school. Together, children and staff have meaningful conversations as they walk together back to the setting. Children are joyful and explain that they are excited to play with their friends and with staff.

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

Routines are well embedded. This means that children know what comes next and understand what is expected of them. For example, children promptly place their belongings

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Address:

WHITELEY COMMUNITY CENTRE Gull Coppice, Whiteley Fareham PO15 7LA

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Address:

Type: Childcare on non-domestic premises away and line up ready to wash their hands for snack time. Children also have and excellent understanding of the rules in place. As a result, children's behaviour is exemplary.

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Address:

Staff are mindful of children's different interests and ages when they set-up resources for each session. Through this, children consistently have access to activities and games that keep them stimulated. Children are highly confident to have a go at the broad range of activities and experiences available. For example, they craft, construct and get messy with slime. Children also enjoy enriching activities such as planting sunflowers, for example. Children explore with soil and seeds and reflect on their knowledge of what plants need to grow. Staff broaden children's experiences as they introduce them to red sunflowers. Children are excited to see who's sunflower will grow the tallest. They are highly motivated and well supported by inspiring and enthusiastic staff.

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Next steps

Leaders should support staff to strengthen interactions to further develop children's understanding of healthy lifestyles.

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About this inspection

The inspector spoke to leaders, parents, staff and children 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. Registration date: 09/04/2024

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About this inspection

Registered person: High Five Afterschool Clubs LTD

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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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