Active8 Minds Warren Park Wrap around care

Active8 Minds Warren Park Wrap around care

Unique reference number (URN): 2804506 Address: Warren Park Primary School, Sandleford Road, Havant, PO9 4LR Type: Childcare on non-domestic premises Registered with Ofsted: 06/09/2024 Registers: EYR, CCR, VCR Registered person: Active8 Minds After School Clubs 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 Expected standard

Leaders have established routines which allows children to know the expectations of the club. This helps all children to generally feel settled and secure, promoting their personal, social and emotional development. Children typically behave well. They respect the rules of the club, such as waiting their turn and using kind hands. However, on inspection, a child was witnessed swinging on their chair. This means that staff do not consistently support children's understanding of behavioural expectations. However when noticed, staff remind children of the need to keep themselves safe and follow the rules of the club.

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Behaviour, attitudes and establishing routines Expected standard

Children are friendly and helpful towards each other. Older children involve younger children in their play, explaining rules of a game to them and passing them pens out of reach. Staff are positive role models and laugh and joke with children and each other. Staff listen to children respectfully and value what they are saying. They ask purposeful questions in order to encourage children's thinking, such as asking them who they think will win the world cup. This encourages children to develop their communication skills.

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Behaviour, attitudes and establishing routines Expected standard

Staff work closely with parents and the school to help children to settle, which supports their wellbeing. Leaders monitor children's attendance to ensure the safety of all children, including those children that do not arrive as expected. For instance, if children do not attend for a booked session, staff liaise with school staff and parents to check children's wellbeing.

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Children's welfare and wellbeing Expected standard

Children learn about nutritious food and leading healthy lives at snack times. Staff introduce new fruit to children and encourage them to try it, such as dried mango. Most children are happy to try, even if they do not like it. Children eat snack and drink water as they discuss their preferences and favourite fruit. Staff generally keep children safe. However, they do not always notice straight away when a child is swinging on their chair. This exposes then to unnecessary risks such as falling and possible injury. When noticed, staff remind children of the need for safety and for sitting on chairs correctly.

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Children's welfare and wellbeing Expected standard

Children are generally independent. They put their belongings away, wash their hands and help themselves to some fruit at snack time. Staff have not, however considered how they can consistently support children to do things for themselves. For instance, they butter toast and make sandwiches for children, rather than letting them do it for themselves. This does not fully support their developing independence skills.

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Children's welfare and wellbeing Expected standard

Leaders provide fun and interesting activities for all children, adapting them as necessary so all children are able to participate. For example, staff help younger children to hold a pool cue correctly, so they can play with older friends. Children show affection to staff by chatting away and cuddling into them. Key staff support younger children and they know them well. This helps them to feel safe and secure at the club.

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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. Leaders have successfully created an inclusive club where all children are welcome. Staff work closely with parents to understand all children's individual needs and preferences. Parents fill out a detailed enrolment form before their children start at the club to make any adaptations prior to them starting. Staff adapt the routine and environment as necessary to make all children comfortable. For example, staff sit with individual children to support them if needed and they have formed quieter spaces at the club. Staff talk to children about their feelings and why they are feeling the way they are that day. They support children to join in with activities, and suggest alternative options if they prefer. This helps all children to feel valued and

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Inclusion Expected standard

Leaders are proud with the close links they have developed with the on site school. They share important information and communicate on a daily basis about the children, any concerns they have 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 mentor staff well and offer them adequate support and training to fulfil their job roles. Leaders generally have a clear oversight of the club, it's areas for improvement and areas still to develop. For example. they recognise that when staff do not always notice a child swinging on their chair it compromises their safety. Leaders also recognise that, on occasion staff do not consistently allow children to be as independent as possible. Leaders understand that greater consistency in these areas across the club is essential to improving children's welfare and wellbeing.

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Leadership and governance Expected standard

Leaders are reflective and have development plans in place. Robust recruitment procedures ensure staff are suitable to work with children, and staff monitor ongoing staff practice effectively. Leaders provide staff with one-to-one support, team meetings and training to help them develop their skills. Staff feel well supported by leaders and feel confident to seek support as needed. Leaders consider staff workload and staff enjoy their time working at the club.

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Leadership and governance Expected standard

Staff generally know children and their families well. Parental partnerships are effective. They comment that they receive timely communication and that staff are always smiling, friendly and helpful. Parents say that their children enjoy attending and that they feel they are safe at the club.

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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 walk sensibly and eagerly to the club with staff from the on site school. They place their belongings down and sit themselves down, before listening to the rules of the club. Children seek out their friends and quickly settle down at a chosen activity. They chat to staff and friends, sharing news about their day, giggling together. This demonstrates that they feel safe and secure at the club. Children say that they enjoy coming to the club as they can, 'play with everything'. Children enjoy inviting staff into their play and staff respond

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About this setting

enthusiastically. For example, they play pool with the children and praise their efforts. Children demonstrate a sense of belonging and increasing self-confidence.

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About this setting

Children enjoy being physically active. They are competitive when playing a table football game. Older children help younger children to participate by showing them how to keep score. Children play enthusiastically and friends and staff cheer each other on. The club has resources which reflect all children's interests. Staff make adaptations to suit the individual needs of all children who attend, ensuring they feel welcomed. For example, staff have devised a quiet area at the club for those children who prefer a quiet space. Children are happy and enjoy reading stories with friends and staff. They relax and unwind as they chat about how hot it is. Staff encourage children to stay hydrated, and children respond well, knowing it is to keep them safe and healthy.

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About this setting

Children and their families feel that the staff at the club know and support them well. They say that they always receive ample communication and know what opportunities their children have access to. Leaders explain to parents the importance of attending the club regularly and they follow up any unexplained absences promptly. This helps to support children's physical health and wellbeing.

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Next steps

Leaders should support staff to provide consistent opportunities for children to develop their independence. Leaders should support staff to promote children's understanding of behavioural expectations consistently.

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About this inspection

The inspector spoke with leaders, staff, children and parents and assistant 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): 2804506

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Address:

Warren Park Primary School Sandleford Road Havant PO9 4LR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Active8 Minds After School Clubs Limited

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Address:

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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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