Active8 Minds Bosham Primary School Wraparound Care

Wraparound Care

Unique reference number (URN): 2818947 Address: Bosham Primary School, Walton Lane, Bosham, Chichester, PO18 8QF Type: Childcare on non-domestic premises Registered with Ofsted: 11/12/2024 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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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have very high expectations for children's behaviour. Staff explain that they have worked hard to embed the settings rules with children and therefore, as a result children behave extremely well. They share resources with ease and are remarkably polite and kind to one another. Where necessary, staff recognise how to adapt these expectations for children of different ages or stage of ability.

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Behaviour, attitudes and establishing routines Strong standard

Play is consistently harmonious and collaborative. For example, children easily engage in outdoor games such as cricket and chasing games. They also participate in board games, offering skilful guidance to one another as appropriate. Children listen carefully to staff and follow instructions with ease. Older children follow staffs excellent example. They explain rules of games to younger children and support them throughout their activities.

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Behaviour, attitudes and establishing routines Strong standard

Children are enthusiastic and motivated during all activities. Staff align activities that are creative and follow children's interests. As a result children remain engaged for long periods. For example, they focus and try hard with puzzles and carefully make jewellery during focused craft times. Staff support them closely, offering support, praise and encouragement. Children are proud of their accomplishments.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have embedded a secure approach to attendance and engage with parents to promote punctual attendance. They have robust systems in place that ensures any instance of absence is recorded and followed-up. Parents understand how to notify of any absences and children attend regularly at the out-of-school club.

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Children's welfare and wellbeing Strong standard

Leadership of children's welfare and wellbeing is highly effective. Their approach is inclusive and staff consider how to best support all groups of children. Staff engage in precise training that ensures they have the skills they need to have purposeful and meaningful interactions with children. For example, they use opportunities to talk to children about their feelings and emotions after a busy day at school. As a result, children's emotional security is supported well as they build secure relationships with staff.

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Children's welfare and wellbeing Strong standard

Children have opportunities to develop their independence skills. Staff encourage children to take care and responsibility for the space in which they play and to take on challenging tasks by themselves. Children also recognise how to keep themselves safe, for instance, they recognise the importance of staying seated during snack time.

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Children's welfare and wellbeing Strong standard

Staff also build on children's understanding of good health. For example, they have conversations with them about elements of a healthy lifestyle, such as eating fruit and vegetables and engaging in regular exercise. Embedded, well structured routines mean that children know what comes next and independently make healthy decisions. For example, they know to wash their hands before eating and stay hydrated during warm weather.

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Inclusion Strong standard

Leaders have developed highly secure and effective processes that ensure each child's individual needs are well known by all staff. Staff closely support children with special educational needs and/or disabilities by liaising consistently with parents, teachers and other professionals to provide effective adaptations to activities when necessary. For example, they share strategies that may support children at times of transition after school.

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Inclusion Strong standard

Staff work collaboratively with staff at the school to ensure all children receive a joined-up approach to their care. For example, they collaborate with school behaviour plans so that all those providing care understand what is in place for children. Staff also follow emotional regulation strategies for children when appropriate. Staff receive training, to further their understanding of working with different groups of children. Through this focused approach, staff consistently make a demonstrable difference to children's experiences and wellbeing.

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Inclusion Strong standard

Leaders and staff also recognise how to support children who might face other barriers to their wellbeing, such as those who are at a disadvantage or those who might be known to or previously known to children's social care.

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Leadership and governance Strong standard

Leaders are strategic and focussed on continually raising standards of care for children. They recognise the quality interactions staff have with children and the exemplary behaviour that children have. Leaders carry out regular monitoring to strengthen all aspects of the provision. They have most recently been working on increasing staff wellbeing and supporting staff with workload within their roles. Leaders provide staff with access to remote support and also have a senior leader who specifically champions staff wellbeing.

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Leadership and governance Strong standard

Staff report that they have access to regular training that increases their understanding of different aspects of their roles, such as developing outdoor sports and activities and managing behaviour, for example. Staff have frequent supervision sessions as an opportunity to share collaborative feedback. Staff feel supported and valued in their roles. Leaders and staff have developed secure channels of communication with parents. For example, parents explain that they often receive plenty of information about what children have been doing during the sessions that they attend. Parents also speak highly of the warm and stimulating relationships that staff build with children. They speak positively of the wide variety of sports and craft activities that children are offered during their time at the club. Staff also build secure partnerships with professionals, such as teachers, so they understand children's specific needs and make any adaptations to their provision as

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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 are busy and engaged during their time at this out-of-school club. They arrive excited and happy to greet their friends. Staff welcome them kindly and explain the different craft and sport activities that are available. Children greet visitors kindly and discuss how they enjoy coming to the club as staff are friendly and always have interesting activities for them to do. Staff and children have notably positive relationships with one another which helps children to feel safe and settled. They regularly have meaningful conversations together about family trips and holidays for example.

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

Children enjoy a range of sports both indoors and outdoors. For example, they learn cricket skills. Staff are knowledgeable about children's different needs and ensure all children's receive equal access to all games and activities. Staff recognise how to make skilful adaptations for children who are younger or children with special educational needs and/or disabilities.

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

Children are remarkably well behaved. They have a secure understanding of the well- structured routine. For example, they understand the different rules that are in place outdoors and indoors. Children are kind and respectful. They listen to instructions from adults and older children support those who are younger with different tasks throughout the session. Together, they carefully make jewellery, using a range of resources. They help one another to thread beads onto string. Children are focussed and motivated as they play.

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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 support to realise a transformational impact on all children's wellbeing.

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About this inspection

The inspector spoke to children, parents, staff 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.

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Address:

Bosham Primary School Walton Lane, Bosham Chichester PO18 8QF

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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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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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