CSS Activities

CSS Activities

Unique reference number (URN): 2796656 Address: Oakwood Preparatory School, Oakwood, CHICHESTER, PO18 9AN Type: Childcare on non-domestic premises Registered with Ofsted: 12/07/2024 Registers: EYR, CCR, VCR Registered person: CSS Activities 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 thrive as they access the broad range of activities at this inspiring holiday club. Leaders have dynamically robust systems in place to ensure that children's health, safety and wellbeing are paramount. Children show that they fully understand the expectations of the setting. They gleefully explain how to keep themselves safe during all activities. This includes activities such as forest school, swimming and sports games. Staff get the perfect balance of allowing children space to explore and acquire new skills, while ensuring that risk assessments and safety measures are adhered to. Leaders proactively promote the importance of attendance and punctuality to the families that attend in a warm and encouraging way.

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Behaviour, attitudes and establishing routines Strong standard

Children display highly positive relationships with staff and each other. Children show consistently positive attitudes throughout the day as they practise challenging skills, such as tree climbing, swimming and intricate crafts. This is particularly impressive due to the short amount of time children may attend the holiday club. Staff get to know children exceedingly well and positively interact with them to pre-empt minor conflicts or difficulties. This enables children to maintain deep friendships with their peers and positive attitudes during the day. Children are increasingly able to manage their own feelings and behaviour in all situations. All children receive empathetic support to collaborate. Staff expertly adapt their interactions to support those children who have barriers to their learning. They remind children of the expectations in the club in a warm and positive way. Staff encourage children to support

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Behaviour, attitudes and establishing routines Strong standard

each other, particularly if other children seem left out or lonely.

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Children's welfare and wellbeing Strong standard

Leaders proactively prioritise an inclusive environment with high expectations for the welfare and wellbeing of all children. This is consistently evaluated to ensure that children's emotional wellbeing, physical health and safety are fully considered and prioritised. Staff know children very well and anticipate issues with positive interactions, distractions and praise. Staff are highly responsive to all children and families varying and changing needs. They ensure that adaptations in their support and interactions are highly effective.

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Children's welfare and wellbeing Strong standard

Staff proactively encourage children to make healthy choices and decisions in foods and activities. Consequently, children consistently make their own healthy decisions throughout the day as they apply sun cream and drink water. They consistently and positively support children's physical and emotional health. This has a highly significant impact on all children's wellbeing and mental health. Leaders are highly reflective and consistently review policies, procedures and practice. They swiftly make changes as needed, while making sure parents and carers are fully informed of any changes.

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Children's welfare and wellbeing Strong standard

Staff consistently encourage children to use their thinking skills to assess for their own safety as they engage in activities throughout the day. This is encouraged by all staff consistently in a warm and fun way throughout the day. This has a highly positive impact on

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Expected standard

children's development and ability to keep themselves safe. Consequently, all children thrive as they enjoy the broad range of activities on offer.

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Inclusion Expected standard

Staff support children with special educational needs and/or disabilities well to access all activities on offer, as well as enjoy their freedom to explore. Parents and carers describe how staff go the extra mile to enable their children with complex needs to make friends, explore the setting and learn new skills. Staff understand how to support children, who need extra help. They swiftly adapt provision and offer encouragement, which boosts children's experiences and self-esteem.

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Inclusion Expected standard

Leaders work closely with parents before their children start. This helps them to fully understand what adaptations may be needed to support their needs. Staff continuously reflect and amend this during their time at the club. They also identify children's emerging or changing needs, adapt provision and keep parents well informed. This generally includes children who are disadvantaged and who may face other barriers to their learning. However, leaders could explore how to make the holiday club more accessible to families who are economically disadvantaged to make the provision more inclusive.

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Inclusion Expected standard

Staff are well trained in how to support children to ensure that they reach the best outcomes. Leaders ensure that the impact of support for all children is reviewed and amended. Consequently, children typically thrive in the club.

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Leadership and governance Expected standard

Leaders have embedded a robust induction training package in place to help new staff as they begin their roles. Staff report that they feel supported as they begin their careers at the holiday club. However, leaders have not yet established a consistent system for implementing and monitoring ongoing training opportunities and regular staff supervision sessions. This does not ensure that leaders are fully aware whether staff continue to be equipped to carry out their roles and responsibilities.

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Leadership and governance Expected standard

Leaders are proactive and reflective and fully aware of improvements that need to be made. Staff are happy, morale is high and they report that they enjoy working at the holiday club. Leaders take a proactive approach to reflecting on policy, provision and procedures. They then undertake swift amendments and improvements to ensure that children's experiences are further improved.

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Leadership and governance Expected standard

Leaders engage positively and clearly with parents and carers. They ensure that parents are informed of what their children will be doing as well as what equipment children will need to bring to the holiday club. Leaders ensure that all staff understand the vision and ethos of the holiday club, and this is demonstrated well by all staff. Children also receive encouragement to take a role in understanding how to take care of resources, the holiday club and each other. This is part of the shared ethos and has a positive effect on children's behaviour and attitudes.

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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 safe in this exciting holiday club. Staff support children to understand how to keep themselves safe and to be free to explore this large rural site. For example, children receive encouragement to tell staff the rules before they leap, run and

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About this setting

climb in the woods. Children understand they can explore and climb as long as they keep staff in sight and do not climb higher than an adult's shoulders. All children show that they know these rules even if it is their first day at the club. Staff offer a range of creative activities for children to choose from, as well as free exploration. For example, children make bee necklaces from pine cones or saw pieces of wood to make discs. Children delight as they work with staff to saw wood and decorate the wooden discs. Staff are on hand to support all children at the exact level they need to access the activity. They offer positive encouragement if children are unsure or need further support to saw the wood. This has a highly impactful effect on children's wellbeing and welfare. Children beam as they successfully and enthusiastically climb and create in the woods.

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About this setting

Children receive encouragement to look out for others who need a friend as they arrive in the morning. Staff go over the expectations of the setting in a fun and interactive way with the use of visual prompts and timetables. This supports all children to understand how to stay safe and be respectful. Staff know children extremely well. They ensure that they welcome, care for and encourage children, who are new to the setting, to thrive and learn new skills. Children show that they understand the expectations of the setting. They gleefully model how to safely walk around the firepit. Children's attitudes and behaviour are exemplary as they enthusiastically play, explore and learn new skills together and with staff. Leaders prioritise a broad range of activities with highly qualified, experienced staff to share their knowledge.

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Next steps

Leaders should strengthen the systems in place to monitor staff's ongoing training, development and supervision sessions.

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About this inspection

The inspector spoke with children, leaders, staff, parents and carers 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. Unique reference number (URN): 2796656

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Address:

Oakwood Preparatory School Oakwood CHICHESTER PO18 9AN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: CSS Activities Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:45

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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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