Aktiva Camps @ Ark Brunel

Aktiva Camps @ Ark Brunel

Unique reference number (URN): 2805004 Address: Ark Brunel Primary Academy, Middle Row, London, W10 5AT Type: Childcare on non-domestic premises Registered with Ofsted: 08/08/2024 Registers: EYR, CCR, VCR Registered person: Aktiva Camps Limited

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

Leaders have established a positive culture, where children develop respectful relationships with staff and their peers. Staff act as positive role models and consistently model polite language, kindness and calm interactions. As a result, children treat each other with respect and work collaboratively during activities. For example, during dinosaur theme week, children gathered together to explore fossils, discuss their features and create drawings on a shared canvas. Children share resources thoughtfully, compliment each other's work and show pride in their achievements.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children demonstrate positive attitudes towards activities and engage for sustained periods of time. Leaders provide a wide range of experiences that reflect children's interests, including sensory activities, quiet reading areas, creative tasks and group games. Children confidently make choices and participate enthusiastically in activities.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders establish clear routines that children understand and follow independently. Children arrive, organise their belongings and complete hygiene routines before mealtimes without needing reminders. Staff adapt routines, when needed, to ensure all children, including those with special educational needs and/or disabilities, feel secure and participate fully. This consistent approach supports children's wellbeing, confidence and positive behaviour throughout the provision.

p.2

Children's welfare and wellbeing Strong standard

Leaders place children's welfare and wellbeing at the centre of the provision and create an environment, where children feel safe, valued and emotionally secure. Staff build trusting relationships with children and recognise when they need additional reassurance after their school day. They take time to listen to children, discuss their experiences and help them understand and manage their emotions. Staff provide sensitive and individualised support for children who need more time, reassurance or adapted approaches before joining activities. This includes children with special educational needs and/or disabilities and children who may face additional barriers to their wellbeing. As a result, children develop their ability to recognise emotions, communicate their needs and build positive relationships.

p.2

Children's welfare and wellbeing Strong standard

Leaders ensure staff consistently promote children's independence throughout the day. Children confidently manage their personal hygiene before mealtimes, prepare snacks and take responsibility for helping others. Leaders provide nutritious snacks, including a wide range of fruit and vegetables, which encourages children to make healthy lifestyle choices. Staff provide varied indoor and outdoor experiences that support children's physical development. Leaders continually seek ways to enhance this further, including plans to introduce regular sports sessions led by a coach.

p.2

Children's welfare and wellbeing Strong standard

Leaders maintain highly effective systems that support children's safety and wellbeing. Staff follow clear procedures, monitor attendance closely and use secure collection

p.2

Expected standard

arrangements. These consistent practices help children feel secure and enable them to thrive at the provision.

p.3

Inclusion Strong standard

Leaders have created an open and welcoming environment, where inclusive practice sits at the heart of their provision. From the start, leaders take time to gather important information about children's individual needs, backgrounds and any barriers that may affect their participation. During the application process, the special educational needs coordinator speaks with parents to understand the strategies children with special educational needs and/or disabilities (SEND) already use and carefully adapts these within the setting. This means children benefit from familiar support from the beginning, helping them settle into routines and take part fully in activities.

p.3

Inclusion Strong standard

Staff know children and their needs exceptionally well, allowing them to provide highly personalised support and carefully chosen resources. For example, staff use visual prompts to support transitions, fidget tools to help children maintain focus and sensory resources to support children's emotional regulation. Leaders ensure staff receive training that reflects the needs of children attending the provision and provide ongoing professional development through SEND network meetings. This enables staff to confidently adapt activities, remove barriers and respond effectively to children's individual needs.

p.3

Inclusion Strong standard

Leaders ensure all children, including those who are disadvantaged, have SEND or face additional barriers to their learning and wellbeing, receive thoughtful and consistent support. Children are fully included, develop positive relationships and enjoy meaningful experiences at the after-school club.

p.3

Leadership and governance Expected standard

Leaders understand the context of the provision and the needs of the children and families who attend. They provide care for children from 3 local schools and ensure staff develop the knowledge and skills needed to support children effectively, including those with special educational needs and/or disabilities. Leaders provide staff with mandatory training and professional development that reflects the individual needs of children attending the provision. This enables staff to plan appropriate activities, manage their workload effectively and respond to children's interests and needs.

p.3

Leadership and governance Expected standard

Leaders build positive partnerships with parents, schools and the local authority. They work with schools to share relevant information and support children's individual needs. Before children start, leaders gather detailed information from parents and arrange discussions about children's medical, emotional and physical needs where required. Parents state that their children enjoy attending and speak positively about their experiences.

p.3

Leadership and governance Expected standard

Leaders identify areas for improvement through ongoing assessment and take action to enhance the provision. They continue to develop strategies that support children when they first settle into the provision and plan additional sporting opportunities. Leaders maintain open communication with families, although parents do not always receive consistent information about the daily activities available for children. They would benefit from strengthening how they share information about daily activities with parents to ensure families have a clearer understanding of children's experiences.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children arrive in a calm and nurturing environment, where they receive care from experienced staff. They can unwind after their school day in the cosy quiet corner, equipped with beanbags and a range of books that reflect the theme of the week, support their understanding of emotions and encourage their interests. Children who experience difficulties during the day receive sensitive support from staff, who listen to them, reassure them and help them talk about their feelings. This helps children feel safe, valued and heard.

p.5

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

Children benefit from a wide range of thoughtfully planned activities, indoors and outdoors, that support their physical development, creativity and curiosity. They develop their fine and gross motor skills through different experiences and confidently explore activities that interest them. Children build positive relationships with their peers and staff and interact respectfully across different age groups. They cooperate during play, share resources and enjoy spending time together. For example, children play board games, patiently take turns and celebrate each other's success.

p.5

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

Children leave the provision excited to share their experiences with their parents. They proudly take home their artwork and talk about the activities they have enjoyed. Children particularly enjoy activities, such as slime making, where they engage for sustained periods and explore their own ideas. Children share their views and feedback, which helps them feel valued. They develop independence through managing routines, making choices and taking responsibility during mealtimes and personal care.

p.5

Next steps

Leaders should further strengthen communication with parents to ensure they have a clear understanding of the activities and experiences their children access at the provision.

p.5

About this inspection

The inspector spoke with leaders, staff, parents and children during the inspection.

p.5

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.

p.5

Address:

Ark Brunel Primary Academy Middle Row London W10 5AT

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

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

p.7