PH ActiveEd – Bulford St Leonards Primary School

School

Unique reference number (URN): 2798848 Address: Bulford St. Leonards Primary School, John French Way, Bulford, Salisbury, SP4 9HP Type: Childcare on non-domestic premises Registered with Ofsted: 05/07/2024 Registers: EYR, CCR, VCR Registered person: PH ActiveEd 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 understand the routine at the club. When they arrive, they settle quickly, eager to see what is on offer that afternoon. Practitioners are positive role models, showing children respect, listening to them and playing with them. They organise activities for children to take part in. However, at times, they do not always consider children's suggestions to support them to follow their own interests.

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Behaviour, attitudes and establishing routines Expected standard

Practitioners recognise when children are happy playing independently. Children of all ages are kind and supportive towards each other. They play with and alongside each other happily, with older children supporting younger ones during activities. For example, children work well to create an obstacle course outside, selecting various tyres and planks to build the track.

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Behaviour, attitudes and establishing routines Expected standard

Leaders share expectations of the club with parents and carers, when their children first start. They take the time to find out the needs of each child and their family circumstances. Practitioners seek further support from the link school to understand any individual circumstances they need to consider, before children start.

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Behaviour, attitudes and establishing routines Expected standard

There are occasions when opportunities to extend children's independence are not fully maximised. For example, some activities are overly adult directed, resulting in children spending too long waiting for their turn. In addition, practitioners do not consistently respond to children's suggestions for alternative activities. This limits opportunities for children to influence the programme and make meaningful choices about their play.

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Children's welfare and wellbeing Expected standard

Practitioners are typically effective at meeting all children's needs, including those with special educational needs and/or disabilities. They get to know children and families well and support children well when parents and carers in the armed forces are deployed abroad, for instance. Practitioners warmly greet parents, when they come to collect their children, passing on any messages from school. They check in with children when they arrive, finding out how their day at school has been, and noticing if they need extra support. For example, they share children's delight when family members return from long-term deployment. Staff notice when children become unsettled and want to run around outside. Children are generally kind to each other and form secure friendships.

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Children's welfare and wellbeing Expected standard

Snack times are sociable, where children and practitioners use communication cards to create conversation. Older children support younger ones by reading the questions out loud. Children eat healthy snacks, such as fruit, and manage their own personal hygiene as they wash their hands before eating and after using the toilet. However, practitioners do not always support children to complete simple task for themselves, such as helping with snack or finding their own drinks, to further support their independence.

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Inclusion Expected standard

The after-school club is inclusive and supports children with a range of individual needs effectively. Practitioners work closely with parents, carers and school staff to develop a secure understanding of each child's needs and circumstances. They use this information to provide tailored support that helps children feel safe, valued and included. Practitioners are attentive to children's emotional wellbeing and respond sensitively to changes in family circumstances. For example, when children are separated from parents due to work commitments, staff help them to create books containing drawings and messages to share on their parent's return. This supports children to express their feelings and maintain important family relationships.

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Inclusion Expected standard

Practitioners know children well and adapt their approach to meet individual needs. They recognise when children benefit from spending time in a quiet space or from taking on additional responsibilities, such as organising activities or timing an obstacle race. These strategies help children to regulate their emotions, develop confidence and participate fully alongside their peers.

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Inclusion Expected standard

Practitioners complete regular training to strengthen their knowledge of inclusive practice and use this effectively to adapt activities and interactions for all children. Leaders and staff also respond flexibly to the needs of families, accommodating childcare requests at short notice, for example, whenever possible. This responsive approach promotes continuity of care and provides valuable support for families during changing circumstances.

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Leadership and governance Expected standard

Leaders typically have a clear understanding of the quality of the after-school club. They regularly review the provision to identify what is working well and where improvements are needed. They use this evaluation effectively to make changes that help ensure the club continues to meet the needs of all children, including those with special educational needs and/or disabilities (SEND). The leadership team provides effective support for practitioners, through regular communication, guidance and a focus on practitioners' wellbeing. Leaders encourage reflective practice and work collaboratively with practitioners to identify priorities for development. They recognise that there is further work to do in promoting children's voice and independence and are currently exploring ways to gather and respond to children's views more consistently. They are also reviewing the structure of sessions to ensure activities remain engaging, inclusive and meet the interests of the children attending.

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Leadership and governance Expected standard

However, this is not yet securely in place.

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Leadership and governance Expected standard

Practitioners say they enjoy working at the club and feel valued and supported in their roles. They report that workloads are manageable and appreciate the opportunities for professional development. Leaders provide relevant training, including for safeguarding and supporting children with SEND, which enhances practitioners' knowledge and confidence. Parents and carers speak positively about the care provided and say their children enjoy attending the club, where they feel happy, safe and well cared for.

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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 happy, settled and enjoy attending this welcoming after-school club. They arrive confidently and safely from school and quickly engage in activities with their friends. Children demonstrate that they feel safe and secure as they talk enthusiastically to staff about their day and interact positively with their peers. The suitable range of activities reflects children's interests, ages and stages of development well. Outdoors, children work cooperatively to build an obstacle course using large tyres and wooden planks, developing their physical skills, teamwork and problem-solving. Indoors, they use recycled materials to design bicycle tracks, demonstrating creativity and imagination as they share ideas and work together. Children's wellbeing is promoted effectively. For example, during hot weather practitioner's remind children about the importance of sun safety and encourage them to take appropriate precautions while playing outdoors. Children with special educational

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

needs and/or disabilities are very well supported. Practitioners work closely with the host school, parents and outside agencies to ensure children have the best care. They ensure children have a positive experience while at the club. Children are well supported, they enjoy play and learning.

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

The environment is organised well and provides children with opportunities to play independently, spend time in small friendship groups or socialise with others of different ages. Practitioners know children well and create a caring, inclusive atmosphere, where children feel valued and respected. Children behave well as practitioners have high expectations for behaviour and help children to recognise and understand their emotions and the effect their actions have on others. As a result, children behave well and show consideration towards their peers. Children feel comfortable approaching practitioners with any worries as they transition from school to the club. Leaders work closely with the school and families to support children's attendance and ensure continuity of care.

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Next steps

Leaders should support children to share their ideas and thoughts and to develop their independence, to boost their confidence and self-esteem even further. Leaders should review the organisation of activities to ensure children are consistently engaged and actively involved.

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About this inspection

The inspector spoke with leaders, practitioners 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

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Address:

Bulford St. Leonards Primary School John French Way, Bulford Salisbury SP4 9HP

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 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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4 to 11

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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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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