Active8 Minds Newtown Soberton Wraparound Care

Care

Unique reference number (URN): 2800139 Address: Newtown Soberton Infant School, Church Road, Newtown, Fareham, Hampshire, PO17 6LJ Type: Childcare on non-domestic premises Registered with Ofsted: 06/09/2024 Registers: EYR, CCR, VCR Registered person: Active8 Minds After School Clubs 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.2

How we evaluate safeguarding

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

p.2

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.2

Children's welfare and wellbeing Strong standard

Staff take regular opportunities to talk to children about healthy lifestyles. For example, staff talk to children about nutritious foods at breakfast. Staff encourage children to try healthy foods by saying it will help children to grow and become strong. Staff promote physical exercise. They create games about healthy eating and continually show children how enjoyable sport can be.

p.2

Children's welfare and wellbeing Strong standard

Leaders ensure that all staff know about any children with allergies or intolerances. Staff understand what to do in the event of any medical emergencies, fire alarms or accidents. Staff know how to keep children safe at all times and monitor their ongoing wellbeing. For example, staff are incredibly vigilant and able to identify ongoing hazards in the environment and monitor and promote safe eating practices. Staff take swift action to reduce any risk to children.

p.2

Children's welfare and wellbeing Strong standard

Leaders give children wonderful opportunities to celebrate each other. For example, staff support children to write compliments to their peers. These are then read aloud to the club every week on 'Kindness Monday'. This improves children's self-esteem and teaches children the importance of sharing positive thoughts. Staff consistently recognise children's efforts and achievements. Staff show children's work to parents and school staff for further recognition. Staff are also keen to identify children who have particular skills in any given area. This means everyone is able to celebrate what children know and can do.

p.2

Inclusion Strong standard

Leaders have created a highly inclusive club. Leaders work with the school to identify the needs of all children who attend. These assessments include the needs of very youngest, and those new to the provision. Staff are well informed of children's needs, which are clearly listed on daily registers. All staff know the children well.

p.2

Expected standard

Leaders ensure that each Reception-aged child has a nominated key person. Committed staff take time to build important relationship with each child. This supports young children to have a positive transition. Staff ensure children who are new to the club have tours before they start. New starters are quickly embraced into the club community and progress well. Staff support young children's engagement in activities that are tailored to children's interests following consultation with parents and school staff. Parents of young children report that their children love attending the club.

p.3

Expected standard

Staff work extremely well with specialist professionals. This helps to provide highly effective support for children with additional needs. For example, leaders ensure staff are trained to support children's medical needs. This ensures children's wellbeing at the club and enables them to thrive.

p.3

Leadership and governance Strong standard

Leaders have very high expectations for the ongoing excellence of the club. They are clear about the strengths of the club. They are quick to address any areas that need further improvement. For example, by supporting staff to improve children's engagement of physical activity through sport.

p.3

Leadership and governance Strong standard

Leaders have a continuous drive for self-improvement. There is a robust programme of supervision to ensure staff practice is of high quality. Staff are highly positive about their experiences at the club. They feel extremely valued as team members. Leaders ensure staff workloads are carefully managed. In addition, staff are able to develop their own skills through impactful training, such as recent training on supporting children's behaviour.

p.3

Leadership and governance Strong standard

Leaders have developed and maintained excellent parent partnerships. Parents praise the quality of staff support, and parents feel listened to. This supports a continuity of care between home and school.

p.3

Leadership and governance Strong standard

Leaders are passionate about inclusive practice. They believe all children, including those who may be vulnerable and need further support, are entitled to the very best care and education. They ensure that all staff who work at the setting embody these values. Safer recruitment processes are thorough and robustly applied. As a result, leaders recruit high- quality staff that have a superb impact on children and the club's community.

p.3

Behaviour, attitudes and establishing routines Expected standard

Children generally behave well and are polite and considerate during their time in the club. Leaders use reward systems that motivate and help children to make positive choices about their own behaviour. Staff give children 'reward passports'. Children collect stamps to gain achievements that celebrate initiative, humour and sporting excellence.

p.3

Behaviour, attitudes and establishing routines Expected standard

Staff have clear expectations and generally monitor children's behaviour well. However, occasionally, they are not as vigilant as they could be in identifying all potential behavioural concerns. Once informed, staff respond swiftly and communicate effectively with both school and home to address any ongoing concerns.

p.3

Behaviour, attitudes and establishing routines Expected standard

Staff talk about and play their favourite physical activities with enthusiasm and passion, such as when modelling football skills. Staff teach children important values, such as respect, kindness and teamwork. Children are inspired by the achievements of staff. For example, children say they also want to have careers in sport when they are older.

p.4

Behaviour, attitudes and establishing routines Expected standard

Staff work well with children to promote greater engagement in physical activities. Staff ask children what they want to play and create a weekly sports timetable that children enjoy. This supports children's physical development, and encourages greater attendance. Staff monitor children's punctuality at the club to ensure that children who attend are accounted for and have the best possible experience.

p.4

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 are eager to come to this welcoming and stimulating club. Children greet adults with excitement while staff warmly welcome their arrival. Children are keen to share information about their day with friendly staff. Staff extend these conversations by asking children about their experiences outside of school. Staff help children to learn. For example, they help children make words out of their letter-shaped snacks. This promotes children's reading while they socialise in a relaxed environment.

p.5

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

At the core of the club is the excellent relationships between staff and children. Staff treat children as equals by giving their utmost respect to children's views. Staff display children's written thoughts about the club on prominent display boards. Children say they want to attend club. They are full of praise for the adults that support them. Children also report that they like the club and the activities it offers.

p.5

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

Staff organise a range of accessible, interesting activity stations for children. These encourage children's creativity and supports their physical development. For example, activities include arts and crafts, construction and team games, both inside and outside. Children play with their art work proudly. For example, they pretend to be dinosaurs as they show their newly made masks to their parents.

p.5

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

Children feel safe and included because staff build excellent relationships with them. Young children maintain strong bonds with their nominated key person. Staff help children to share what is important to them. For example, staff provide specific art resources based on what children ask for. Children with additional needs are extremely well supported. Staff use specialist training to ensure these children are continually monitored. Staff make adjustments to support children's daily needs. As a result, all children are able to participate fully in what the club has to offer.

p.5

Next steps

Leaders should continue to ensure staff remain vigilant during children's interactions so any concerns can be promptly addressed.

p.5

About this inspection

The inspector spoke with leaders, staff and parents 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

p.5

Address:

Newtown Soberton Infant School Church Road, Newtown Fareham Hampshire PO17 6LJ

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Active8 Minds After School Clubs Limited

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00

p.6

Facts and figures used on inspection

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

p.6

4 to 7

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

p.7

Urgent improvement

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

p.8