CampActive (Penistone) Limited - Millhouse Out Of School Club

Of School Club

Unique reference number (URN): 2836976 Address: Millhouse School, Lee Lane, Millhouse Green, Sheffield, S36 9LN Type: Childcare on non-domestic premises Registered with Ofsted: 11/05/2025 Registers: EYR, CCR, VCR Registered person: CampActive (Penistone) 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 understand what is expected of them and respond positively to the club's clear, consistent routines. From the moment they arrive, they confidently follow familiar routines, make independent choices and move freely between activities. Staff provide calm, respectful guidance and lead by example, creating an environment where children feel secure and ready to engage.

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Behaviour, attitudes and establishing routines Strong standard

Children behave with kindness, consideration and respect towards one another. They readily share resources, take turns and include others in their play. Staff sit with children, they use thoughtful interactions to encourage children to solve problems, express their views and consider the feelings of others. As a result, children develop positive relationships and show increasing confidence in managing their own behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Children are motivated to participate in a wide range of stimulating experiences that reflect their interests and encourage active lifestyles. Staff successfully encourage all children, including those with special educational needs and/or disabilities, to join in activities, adapting games and providing sensitive encouragement so that everyone experiences success. Children persevere, cooperate and enjoy celebrating one another's achievements.

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Behaviour, attitudes and establishing routines Strong standard

Staff establish high expectations through warm, authentic relationships with children. They listen carefully, give children time to think and respond, and use praise effectively to recognise effort and achievement. This nurturing approach helps children develop confidence, resilience and a positive attitude towards new experiences.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote regular attendance by maintaining accurate records and following up children's absences promptly with parents.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are at the heart of the provision. Staff develop warm, nurturing relationships with children and their families, enabling them to respond thoughtfully to children's individual needs from the moment they arrive. Children, including those with special educational needs and/or disabilities (SEND), feel safe, secure and valued because staff know them exceptionally well and provide consistent, responsive care.

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Children's welfare and wellbeing Strong standard

Staff work closely with parents to understand children's emotional wellbeing and changing needs. Information shared before children arrive enables staff to adapt routines, provide reassurance and offer the support children need to settle confidently into the day. Staff carefully observe children, respond sensitively to emotional cues and provide calm guidance that helps children to develop confidence, resilience and increasing independence.

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Children's welfare and wellbeing Strong standard

Children benefit from a strong focus on healthy lifestyles. They enjoy a nutritious breakfast, make healthy choices and participate enthusiastically in physical play before the start of the school day. Staff encourage children to spend time outdoors, be active and develop positive attitudes towards their physical and emotional wellbeing.

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Children's welfare and wellbeing Strong standard

Leaders have established effective procedures that promote children's safety and welfare. Robust safeguarding arrangements, secure routines and vigilant supervision enable children to explore confidently while remaining safe. Staff work collaboratively with parents, the host school and other professionals to ensure that children with SEND receive consistent support, helping them to feel emotionally secure and ready to learn.

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Inclusion Strong standard

Leaders and staff have created an inclusive culture where every child is respected as an individual and encouraged to participate fully in the life of the club. They know children and their families exceptionally well and work closely with parents, the host school and other professionals to ensure that children receive consistent support. Early years children and children with special educational needs and/or disabilities (SEND) benefit from a well- established key person system. Many children already know their key person before they start school, providing continuity of care and enabling staff to respond confidently to children's individual needs as they move into the club. Staff share information thoughtfully so that they can adapt their practice as children's needs change.

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Inclusion Strong standard

Children, including those with SEND, are highly valued and benefit from sensitive, well- planned support. Staff carefully observe children, respond to emotional cues and provide calm, consistent guidance that helps children to develop confidence and manage their feelings. Individual strategies are reviewed regularly with parents, the school and other professionals to ensure that support remains effective. As a result, children develop resilience, increasing independence and positive relationships with others.

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Inclusion Strong standard

Children's views, interests and experiences are central to the provision. Staff adapt activities, resources and routines so that every child can participate successfully alongside their friends. Children are listened to, encouraged to make choices and given the time they need to communicate their ideas. This creates a strong sense of belonging where children feel accepted, respected and included. Leaders demonstrate a strong commitment to improving outcomes for all children. They work collaboratively with external agencies and the host school to provide continuity of care and support, particularly during periods of transition. These highly effective partnerships ensure that children with SEND receive consistent, responsive support that enables them to thrive.

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Leadership and governance Strong standard

Leaders are highly reflective and demonstrate a clear commitment to continually improving the quality of the provision. They have established a nurturing culture where children's wellbeing, inclusion and positive experiences are central to every aspect of practice. Staff share this vision and work collaboratively to create a welcoming environment where children and families feel valued and supported.

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Leadership and governance Strong standard

Leaders support staff to extend their knowledge through training, to develop their interests and to share new learning with colleagues, contributing to consistently effective practice across the provision.

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Leadership and governance Strong standard

Partnership working is a particular strength. Leaders have established highly effective relationships with parents, the host school and other professionals to ensure that children receive consistent care and support. Daily communication and the thoughtful sharing of information help staff respond quickly to children's changing needs. These strong partnerships provide continuity for children and contribute positively to their wellbeing, particularly for children with special educational needs and/or disabilities.

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Leadership and governance Strong standard

Leaders demonstrate a strong commitment to supporting the wider community. They work closely with the host school to provide high-quality wraparound care that supports children's wellbeing and smooth transitions into the school day. School leaders speak highly of the positive difference the provision makes to children, families and the school community. Through their reflective leadership and commitment to continual improvement, leaders ensure that the provision continues to meet the changing needs of children and families.

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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 happily and confidently at this welcoming club, where they are greeted warmly by staff who know them exceptionally well. Children benefit from adults who listen carefully to them and their families before they start attending. This helps children settle quickly and begin the day feeling valued, secure and ready to play.

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

Children enjoy warm, authentic relationships with staff. They confidently share their ideas, interests and experiences, knowing that adults will listen carefully and respond thoughtfully. These conversations extend children's thinking and activities reflect their interests and individual needs. Children, including those with special educational needs and/or disabilities, are highly valued and participate fully in all aspects of the club. They are known exceptionally well and receive thoughtful support that helps them develop confidence, independence and a strong sense of belonging. Children choose from a wide range of engaging experiences, including creative activities, role play, outdoor games and breakfast with friends. They make decisions about how they spend their time and enjoy the freedom to move between activities.

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

Children demonstrate growing independence throughout the session. They make healthy choices at breakfast, pour drinks, prepare food and manage personal tasks with increasing confidence. They receive encouragement and sensitive support, enabling them to succeed for themselves while celebrating their achievements.

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

Children are kind, respectful and considerate towards one another. Older and younger children play together well, sharing resources, helping each other and working collaboratively. Children benefit from a calm, language-rich environment where they have

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Address:

Millhouse School Lee Lane, Millhouse Green Sheffield S36 9LN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: CampActive (Penistone) Limited

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Address:

Register(s): EYR, CCR, VCR time to think, communicate and express themselves. As a result, they develop a strong sense of belonging and arrive at school happy, confident and ready to learn.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector/inspectors spoke with leaders, practitioners, children and parents 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 : 07:30 - 09:00,Tuesday : 15:00 - 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

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 .

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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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