Active8 Minds Mill Rythe Wraparound care

Active8 Minds Mill Rythe Wraparound care

Unique reference number (URN): 2799979 Address: Mill Rythe Junior School, Havant Road, Hayling Island, PO11 0PA 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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Children's welfare and wellbeing Strong standard

Leaders strive to prioritise each child's individual wellbeing. Staff get to know children remarkably well and have meaningful conversations with them about their home experiences and their day at school for example. Children explain that they feel safe at the out-of-school club and enjoy playing with their friends.

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Children's welfare and wellbeing Strong standard

Staff promote good health and hygiene throughout the session. These practises are well embedded and as a result, children make healthy decisions for themselves, such as recognising the importance of eating a balanced diet and washing their hands before eating. Furthermore, children have the opportunity to take part in active games outside, such as football, basketball and dodge ball. Staff provide children with information about sun safety, hydration and exercise as they access shady areas in the outdoor play spaces.

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Children's welfare and wellbeing Strong standard

Staff adapt their support appropriately to ensure the youngest children have their individual needs met. Staff are also mindful to ensure children receive plenty of opportunities to develop their independence skills. Children confidently clear away their plates after snack and join in with cleaning routines such as cleaning the tables and sweeping the floor. Children take on tasks for themselves and demonstrate a sense of responsibility.

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Inclusion Strong standard

Leaders promote a highly inclusive approach to children's care at this out-of-school provision. Leaders identify children's needs quickly. They do this through prompt and purposeful communication with parents when children first start to attend. Staff support children with special educational needs and/or disabilities (SEND) precisely. For example, staff collaborate regularly with teachers and other professionals, to ensure children's needs are fully met. Staff also ensure that any intervention strategies are shared and continuously reviewed. This means that children consistently benefit from a joined-up approach to their care.

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Inclusion Strong standard

Leaders ensure staff receive precise training to increase their understanding of working with children with SEND. This specific focus on training enables staff to make skilful adaptations to the support children receive when necessary. Staff also receive training to increase their knowledge of working with children who may face other barriers to their learning and/or wellbeing, such as those who may be at a disadvantage. Staff discuss how they work closely with parents and teachers to support information sharing for the all children.

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Leadership and governance Strong standard

Leaders have very clear oversight of the provision. They are passionate and work hard to support staff to provide high quality care for all children. Leaders monitor the practice in the out-of-school club rigorously and provide staff with clear targets to continuously drive improvement. For example, they have been focussing on developing staff understanding of

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Expected standard

planning activities for children of different ages. As a result, children are highly engaged in their play experiences.

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Expected standard

Staff speak positively of the support they receive for their professional development. They discuss how they have access to a wide range of training and receive specific mentoring to support their practice. For example, they have recently had training to enhance their understanding of working with different groups of children and how to meet children's individual needs. Staff share that they have purposeful supervisions where feedback is collaborative and where they can ask for support to develop a specific skill. Leaders also provide extensive support for staff wellbeing. They have leaders who are specifically responsible for wellbeing to enhance this support further. Staff feel valued and supported in their roles.

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Expected standard

Leaders have focused on developing secure relationships with parents. Staff ensure that parents receive clear information each day about children's activities and general wellbeing during their time at the out-of-school club. For example, they work closely with parents on strategies that support children's behaviour. Through this children benefit from a shared approach to their care.

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Behaviour, attitudes and establishing routines Expected standard

Children generally have highly positive attitudes and participate enthusiastically in the activities and routines at the out-of-school club. Children often listen well to instructions so that they can follow the routine with ease. Staff have been working with all children on key skills such as sharing and taking turns. For example, staff encourage children to play board games to enhance their understanding of collaborative play. Children develop good social skills as they play together.

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Behaviour, attitudes and establishing routines Expected standard

Leaders typically have high expectations of children's behaviour and overall, these expectations are implemented well by staff. For example, staff often remind children about rules that promote personal safety, such as not swinging on their chairs and not running inside. Occasionally, other rules are implemented inconsistently and therefore children's understanding of some expectations are weaker. This means that children do not consistently follow rules as they are not yet embedded. However, leaders have identified this and have enhanced staff training around encouraging positive behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have a robust approach to attendance and stay in close communication with parents, ensuring absences are promptly notified.

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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 happy and excited from their classrooms. They cheerily greet their friends and talk about the exciting day they have had at school. Children demonstrate that they feel safe and comfortable at the out-of-school club. They clearly have close relationships with staff who know them well as they quickly sit down with them and begin conversations about their new teachers for September.

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

Children enjoy a variety of different activities. Staff work closely with their creative lead to thoughtfully set-up interesting play experiences that are adaptable for different age groups.

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Address:

Mill Rythe Junior School Havant Road Hayling Island PO11 0PA

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Address:

Type: Childcare on non-domestic premises For example, children experiment creatively with paints as they use their imaginations to make rockets out of cardboard. Staff adjust their support to carefully help those who are younger. Children also enjoy constructing different vehicles with bricks. Staff build on their activities as they excitedly talk about how long it might take to sail a toy ship across to another country. Children build excellent social skills as they learn to play games together and share resources. Staff promote a harmonious atmosphere where children are often engaged and focused on their activities.

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Address:

Leaders ensure that all children receive an inclusive approach to their care. They work very closely with all families and recognise how to provide tailored support to children with special educational needs and/or disabilities and children who may face other barriers to their wellbeing. Through this, all children are supported positively at this out-of-school club.

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Next steps

Leaders should continue to support staff to implement and embed behavioural expectations so that children understand and follow rules consistently.

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About this inspection

The inspector spoke to staff, children, parents and leaders 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. Registration date: 06/09/2024

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About this inspection

Registered person: Active8 Minds After School Clubs Limited

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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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