Active Future Grace Darling

Active Future Grace Darling

Unique reference number (URN): 2834943 Address: NCEA Grace Darling C Of E Primary School, Central Parkway, Newbiggin-by-the-sea, NE64 6RT Type: Childcare on non-domestic premises Registered with Ofsted: 09/04/2025 Registers: EYR, CCR, VCR Registered person: Northumberland Futsal Ltd

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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

Children behave well and demonstrate a clear understanding of the expectations of the club. For example, they walk from their class to the club happily and line up quietly to go outside. Staff seize opportunities to remind children of their expectations. When children sit on their knees on chairs, staff remind them how to sit on their bottoms. Staff provide appropriate support to ensure children, who face barriers to their learning, enjoy the session. They help them to manage their feelings and emotions. Children have positive relationships with staff and children. They are keen to talk to staff and tell them about their day at school. They talk to each other about visits to their new class and find out about their new teachers in September.

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Behaviour, attitudes and establishing routines Expected standard

The routines support children's interests and engagement overall. Children thoroughly enjoy playing with the parachute outside. They plan other things that they can do as well. However, on occasions, the routines do not support their interests as effectively, particularly when children gather inside when they first arrive. During the inspection, a craft activity about World Cup flags did not engage all children and some children lost interest because of this.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work with the on-site school to monitor children's attendance. They follow up when children do not attend so that they can gain an understanding of any barriers to attendance.

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Children's welfare and wellbeing Expected standard

Leaders place a high priority on supporting children's physical development and ensure staff are well trained and support this ethos. Staff provide a range of activities for children to be physically active. Children enjoy playing games with the parachutes outside. They plan other games that they can play, and older children talk about games that they have designed. Children who face barriers to their learning enjoy the activities. Staff support them sensitively, providing reassurance and praise.

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Children's welfare and wellbeing Expected standard

Snack time is used as a good opportunity to encourage children to talk about their day. For example, older children are very keen to talk about their transition day to secondary school and earning their 'Bunsen burner licence'. They explain to younger children what they had for their lunch. Younger children listen and comment on what they had for lunch and who their teachers will be next year. Older children listen with respect.

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Children's welfare and wellbeing Expected standard

Staff remind children about how they can support their good health. For example, children know to wash hands before they eat. Children generally enjoy a healthy snack that includes fruit and vegetables. Sometimes, children do not get consistent and clear messages about healthy foods and lifestyles. Although staff explain that they would like children to have cucumber, they do not explain why. Consequently, children do not consistently make healthy choices around food.

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Inclusion Expected standard

Leaders support children with special educational needs and/or disabilities (SEND) and those who face barriers to their learning effectively. They ensure staff are well trained in this area. For example, staff have recently attended training about supporting children with SEND as well as additional training to understand neurodiversity. Staff work with children and parents to understand and identify children's individual needs. They find out about ways that they can support children with SEND. For example, they develop a shared approach to managing children's behaviour with parents. Staff make adaptations to help ensure children can settle into the club quickly. For example, they create safe spaces where children can regulate their emotions. They simplify the language they use to support children in this area. This helps to ensure that children are happy and settled in the club.

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Inclusion Expected standard

Staff are aware of the need to work with other professionals to support children, particularly those known or previously known to children's social care. They provide ongoing care and support to children and families who are disadvantaged.

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Leadership and governance Expected standard

Leaders recognise the strengths and areas for development for the club. They recognise that they need to make better use of opportunities to teach children about healthy eating and foods that are good for them. Leaders ensure that staff have ample opportunities to develop their knowledge and skills. Staff attend half-term briefings and termly training to help them support children. Staff also identify additional training to strengthen their understanding further. For example, some staff have recently completed a level 2 qualification in coaching. Staff comment that they feel well supported and enjoy their role. Leaders have robust recruitment and safeguarding procedures in place to ensure children's safety.

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Leadership and governance Expected standard

Staff work with parents and the on-site school to support children's individual needs. They work together well to ensure that they develop a consistent approach to support children's care and learning. This includes finding effective ways to help children to manage their emotions. Staff talk to parents about their children's day, when they collect children. Parents share detailed information when children first start, including any information about allergies and dietary preferences. Parents comment that their children enjoy going to the club and are always keen to talk about what they have been doing.

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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 in the club happily and are keen to talk about their day. They settle quickly to activities. For example, they talk about animals on the World Cup flags and look at pictures of the animals as they attempt to draw them. Children are keen to talk to staff and each other. They talk about birthdays with each other and how old they will be on their next birthday. Children are polite and well mannered. They wait patiently while staff help other children to draw their animals. They remember to use please and thank you as they ask for help. Children behave impeccably as they walk through the school and are polite to any

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Address:

NCEA Grace Darling C Of E Primary School Central Parkway Newbiggin-by-the-sea NE64 6RT school staff they pass. Children receive effective support from staff to deal with any misunderstandings that occur. They help children to understand the consequences of their actions. Children develop a range of skills to prepare them for their future.

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Address:

Children attend regularly and this helps them to understand the routines. They are independent and know what staff expect of them. This is evident as children gather their belongings to go outside. From a young age, children clear up when they have finished snack and put their dishes in the sink. Snack break is a valuable time, where children can talk about their day but also talk about ideas for the club. They talk confidently about games they could play and know that staff are listening to them and will incorporate their ideas. Children are safe in the club. They understand that they must hold onto the handrail as they go up and down the stairs.

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Next steps

Leaders should consider how routines support children's interests and engagement, particularly when children first arrive in the club. Leaders should use opportunities to inform children about healthy lifestyles, such as the importance of healthy foods and exercise.

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About this inspection

The inspector spoke with leaders, children and staff 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. Type: Childcare on non-domestic premises

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About this inspection

Registered person: Northumberland Futsal Ltd

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About this inspection

Operating hours: Monday,Tuesday,Thursday,Friday : 15:00 - 18:00,Wednesday : 14:00 - 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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