ActiveMe 360 CIC @ Southbourne Infant School

ActiveMe 360 CIC @ Southbourne Infant School

Unique reference number (URN): 2799114 Address: Southbourne Infants School, 50 New Road, Southbourne, Emsworth, PO10 8JX Type: Childcare on non-domestic premises Registered with Ofsted: 26/06/2024 Registers: EYR, CCR, VCR Registered person: Active Me 360 C.I.C.

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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

Leaders and staff monitor children's attendance well and ensure the safety of all children, including those children that are due to attend but do not arrive as expected. Staff have robust procedures in place to safely collect children from the attached schools. Children know these routines well and all arrive at the club happily. They place their belongings down before running over to friends they have spotted. Children chat away together when engaging in favourite activities, such as making creative pictures.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote established routines which allows children to know what to expect and when. This helps children to generally feel settled and secure, promoting their personal, social and emotional development. Children behave well and respect the rules of the club, such as sharing and waiting their turn. They are kind and caring to each other. Children of all ages engage in respectful play. For example, older children pass younger children building blocks which are out of their reach and receive thanks for it. Staff are positive role models and laugh and joke with children and each other. Staff make adaptations as required to meet children's individual needs, including those with special educational needs and/or disabilities, or other vulnerable children. This helps children to feel valued and secure at the club.

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Inclusion Expected standard

Leaders have successfully created an inclusive environment where they understand all children's individual needs. Staff work closely with parents before children start at the club in order to understand their preferences, allergies and any specific learning or behaviour needs. Staff adapt the routine as necessary to support all children, to help children participate confidently alongside their peers. For example, they allow children to come into the club a few minutes before a larger group of children arrive, to give them time to settle in.

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Inclusion Expected standard

Children with special educational needs and/or disabilities and those who are known, or previously known to children's social care are generally supported well. Staff talk to children about their feelings and help them choose activities that suit how they are feeling such as running outside or reading books. This helps children feel included and allows them to make their own choices.

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Inclusion Expected standard

Leaders are proud with the close links they have developed with the on site schools. They share information and communicate on a daily basis about the children and their school day. This allows them to share information consistently and children benefit from continuity in their care and support.

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Leadership and governance Expected standard

Leaders mostly have a fair oversight of the club, it's strengths and areas for improvement. They have high standards and generally mentor staff well to achieve these. Leaders are clear on their expectations and when those expectations are not to standard, they are quick

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Needs attention

to address these. For example, they recognise that staff allow some children to walk from their tables to the bin while eating, which does not promote safer eating requirements. They also recognise that, on occasion staff do not consistently allow children to be independent. Leaders understand that greater consistency in these areas across the club is essential to improving children's welfare and wellbeing. They have already addressed this with staff during the inspection and have planned staff training in these areas.

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Needs attention

Leaders are reflective and recognise they still have improvements to make at the club. Robust recruitment procedures are in place to ensure staff are suitable to work with children. Leaders provide staff with regular support and training to help them develop their skills and knowledge. Staff report they feel well supported by leaders and can go to them if they have any concerns. Leaders hold daily debrief sessions with staff to keep them up to date with any new information. This ensures staff keep up to date and can respond to any changes rapidly. Staff morale is positive and leaders consider staff workload carefully.

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Needs attention

Leaders generally know children and families well. Partnerships with parents are effective. They comment that they feel well informed about the club and the activities that are on offer. Parents say that their children enjoy attending and that they feel that their children are safe. They comment on the effective communication and how staff are always happy and friendly towards themselves and their children.

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Children's welfare and wellbeing Needs attention

Children learn about nutritious food and staying healthy at snack times. Children eat fruit and discuss with one another their preferences and favourite fruit. Staff generally keep children safe. However, they do not consistently follow safer eating procedures. For instance, children make themselves fruit kebabs but walk from their tables to the bin while eating. This exposes them to unnecessary risks, such as choking.

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Children's welfare and wellbeing Needs attention

Children are generally independent. They put their belongings away, wash their hands and help themselves to fruit at snack time. Staff have not, however considered how they can support children to consistently do things for themselves. For instance, they hand out fruit to children participating in the fruit kebab activity rather than letting them access it themselves. This does not fully support their developing independence skills.

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Children's welfare and wellbeing Needs attention

All children, form warm, trusting relationships with staff. They ask them quiz questions and staff ask some back. This leads to laughter and giggling filling the hall. Children seek out staff for cuddles and staff smile, showing trusting relationships. Staff actively engage and support children to make choices in their play. They know the children and their likes and interests well. Children enjoy inviting staff into their play. They particularly like to play ball games outside, and are competitive and focused.

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Children's welfare and wellbeing Needs attention

The youngest children have a designated key person who develops trusting relationships with the children, their parents and the school staff. This helps children to mostly feel safe and secure at the setting. This highly successful approach enables staff to meet the varying and individual needs of the children adequately.

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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 at the club happy and instantly settle themselves into an activity. They chat away to staff and friends, sharing news about their day. This demonstrates that they feel safe and secure at the club. Chatter and laughter fill the hall as children work together to achieve shared goals, such as building 'massive houses' with construction materials. Children say they love their time at the club, and, 'always have fun times'. Children enjoy inviting staff into their play and staff respond enthusiastically. This contributes to the children having a sense of belonging.

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

Children enjoy being physically active and spending time in the fresh air. They are competitive when playing ball games and older children help younger children to participate. Children play enthusiastically and cheer each other on. The environment reflects all children's interests. Staff make adaptations to suit the individual needs of all children who attend, ensuring they feel welcomed. For example, staff pair the children up with an older child. Children are happy and enjoy the games and activities offered. Children take pleasure in playing group games, such as 'sharks and fishes,' shouting with delight as they reach their goal.

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

Children and their families feel that the staff at the club support them well. They say that they are always well informed on upcoming events and activities. Staff have forged secure relationships with the school and effective communication is a priority. This helps staff to build positive relationships to best support the children in their care. Staff explain to parents the benefits of bringing children to the club regularly, and staff follow up any unexplained absences. This helps to support children's physical health and wellbeing.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date:

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Action Completion Date

leaders must ensure that safe eating guidelines are implemented consistently by all staff to minimise the risk of choking. 20/06/2026

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Action Completion Date

Leaders should support staff to provide consistent opportunities for children to do things for themselves, helping to further develop their personal, social and emotional skills.

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About this inspection

The inspector spoke with leaders, staff, children and 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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Address:

Southbourne Infants School 50 New Road, Southbourne Emsworth PO10 8JX

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Address:

Type: Childcare on non-domestic premises

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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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