Meonstoke Church of England Infant School Wraparound Care

Wraparound Care

Unique reference number (URN): 2812232 Address: Meonstoke School, Chapel Road, Meonstoke, Southampton, SO32 3NJ Type: Childcare on non-domestic premises Registered with Ofsted: 11/12/2024 Registers: EYR, CCR 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 Strong standard

Children follow the routines with ease because they are fully established. Children sign in with a member of staff, when they arrive at the provision. If a child is due to attend and does not arrive promptly, staff immediately speak to the teachers or contact the parents. Staff provide well planned and structured activities. Children confidently engage in the range of opportunities provided. Children get to choose from many activities, some adult-led and others child-led. For example, staff play group games with some of the children while others construct with the building bricks. Staff encourage children to create with a purpose in mind. However, if children want to use their imaginations to explore the resources, staff encourage this. Staff know the children well and support those who may have barriers to their learning, so they can access all opportunities. Children build warm, trusting relationships with each

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Behaviour, attitudes and establishing routines Strong standard

Leaders have embedded a pleasant and respectful culture. Staff remind children of the rules and reinforce them, both indoors and outdoors. For example, they ask children to recall the rules at the beginning of the session. Children do this with ease. For example, they know what to do if the fire alarm rings. They also explain the importance of listening to staff and not talking over each other. Children wait their turn to talk, raising their hands when they have a question or response. They are polite and kind to each other and the staff. Children behave very well and have a positive attitude towards their experiences at the club.

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Children's welfare and wellbeing Strong standard

Leaders prioritise children's welfare and wellbeing. Staff encourage children to discuss their day with them and ask them how they are feeling. They hold meaningful conversations. Staff understand the needs of the children and how they can support them. They also know their families well and are highly responsive to the varying needs and changes in circumstances. Children are happy, safe and secure in this setting. Leaders continuously review policies,

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Expected standard

procedures and risk assessments to ensure the best for all. Staff rigorously risk assess the setting and the activities before the children arrive, ensuring it is safe for all.

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Expected standard

Children have daily access to the outdoors, where they enjoy fresh air and exercise. Staff plan exciting activities, which promotes a love for sports, such as dodgeball and other team games. These provide opportunities for the children to work together, follow rules and build on their physical development skills. Children relish these opportunities and show great enjoyment. Staff encourage children to develop healthy habits, such as healthy eating. Children understand which foods are good for their bodies. They follow good hygiene practices and understand the importance of washing their hands before eating. Children also stay hydrated by drinking water, particularly when the weather is hot.

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Inclusion Expected standard

Staff know how to adapt activities to ensure an inclusive environment for all children. They use a range of techniques, to ensure children with barriers to their learning can partake in everything that is on offer. Staff are quick to manage any emerging or changing needs, for example managing children's tricky behaviour. Staff use different reward types, depending on the child, to promote good behaviour. Leaders work with parents and the school to ensure they can support the children fully. For instance, leaders contact parents prior to children starting. This is so staff can understand how they can support children's needs fully. All children show a sense of belonging and are valued in this provision.

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Inclusion Expected standard

Staff at this out-of-school provision consistently meet children's needs. They know the children very well and differentiate activities to ensure children can access and engage in all that is on offer. Leaders complete training to ensure they can support children with special educational needs and/or disabilities (SEND). However, they have not yet strengthened staff understanding of how to support children with SEND, for example, by drawing on expertise from external agencies.

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Leadership and governance Expected standard

Leaders demonstrate consistently high standards of suitability and professional conduct, and act in the best interest of the children. They have a clear vision of what they want their provision to be, and work tirelessly to ensure this is upheld. For example, they provide structured activities with a clear routine. Leaders work closely with the staff to drive improvement. Each staff member has an appraisal, where leaders set targets for improving practice. Leaders constantly check staff's wellbeing and go above and beyond to ensure staff feel valued and supported. For example, they organise events, such as coffee mornings, social events and massages. Staff are professional and set very high expectations for children.

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Leadership and governance Expected standard

Leaders review policies and procedures annually. They reflect on these and adapt them, when necessary, to and ensure the safety of the children is paramount. There is a very in- depth safer recruitment process and induction for all staff. This includes reading the policies, safeguard training and visiting the setting to become familiar. Leaders provide training opportunities for staff on relevant areas to drive improvement. For example, staff attend behaviour and safeguarding training. However, staff would benefit from further support to develop their expertise in supporting children with special educational needs and/or disabilities. Leaders and staff work in partnership with parents and the school. They demonstrate effective communication to ensure the best for children in their care.

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

Children calmly enter the out-of-school provision and instantly follow the routines. They independently put their belongings away and wash their hands in preparation for eating their snack. Children join in with conversations with staff and their peers, discussing their day at school. They eagerly access the opportunities on offer. Staff plan activities that follow the children's interests, such as the football World Cup. Children play alongside each other, welcoming friends to join in with their games. They have secure social skills, showing kindness and respect towards each other, as they share and take turns. All children have a sense of belonging.

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

Children create with a purpose in mind. For example, they make trophies with the construction bricks. They show pride in their achievements as staff consistently praise and reward them. Children are developing their already learned skills, such as writing and mathematics. This is through the precisely planned activities. They show great focus, perseverance and confidence as they approach new challenges. For example, children

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Address:

Meonstoke School, Chapel Road Meonstoke Southampton SO32 3NJ

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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:

Register(s): EYR, CCR participate in sports, such as athletics, where they experience throwing and jumping. Children are achieving in new encounters.

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Address:

Children and staff build secure relationships. Each child is valued and supported to flourish. Their wants and needs are consistently supported by the staff. Children particularly enjoy the adult-led activities provided. They are happy and feel safe in this provision.

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Next steps

Leaders should support staff to further develop their understanding of ways to support children with special educational needs and/or disabilities.

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About this inspection

The inspector spoke with leaders, staff and children 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 03:10 - 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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