ActiveMe 360 CIC @ Alver Valley Schools

ActiveMe 360 CIC @ Alver Valley Schools

Unique reference number (URN): 2799187 Address: The Federation Of Alver Valley Schools, 21 Falcon Meadows Way, Gosport, PO13 8AA Type: Childcare on non-domestic premises Registered with Ofsted: 26/06/2024 Registers: EYR, CCR, VCR Registered person: Active Me 360 C.I.C.

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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 are consistently well behaved and listen carefully to instructions that are simple and clear. Staff rarely need to remind children of the behaviour expectations. Instead, they reinforce the ethos of the setting, using their superpower of kindness or teamwork to support their friends and help them if they need it. Children who are new to the setting are given extra support when needed. For example, a buddy system operates where a child supports another child during games or at snack time. As a result, children make friends quickly and are building confidence to join in with the activities on offer.

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Behaviour, attitudes and establishing routines Strong standard

A sensory tent is available for those children who need to take a moment or want a quieter place to regulate their emotions. Staff support children to access this important resource, meaning children are able to choose the most appropriate strategy for them at a time when they feel they need it.

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Behaviour, attitudes and establishing routines Strong standard

Attendance is actively promoted and staff work hard to establish effective partnerships with parents. Leaders share information with parents and explain the importance of attending booked sessions and the positive impact this has on their children. The setting has a wonderful atmosphere that is welcoming, inviting and calm. Leaders have designed the spaces extremely well to provide plenty of opportunities for children to join in with games such as football or circle activities.

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Children's welfare and wellbeing Strong standard

Children's safety and emotional wellbeing is prioritised by leaders and all staff. Staff take time to really get to know children and there is a culture of mutual respect, patience and kindness between everyone.

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Children's welfare and wellbeing Strong standard

Children are taught to keep themselves safe. For example, they are encouraged to regularly apply their own sun cream and drink plenty of water. This creates a culture where children feel well cared for and nurtured.

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Children's welfare and wellbeing Strong standard

Leaders have developed a programme that effectively promotes physical activity and healthy food. Children are taught the benefits of regular exercise and thoroughly enjoy taking part in football, running games and circle activities. Children also enjoy choosing quieter activities such as building towers or sitting and chatting with their friends. This gives children a broad range of experiences to choose from and provides opportunities to make choices, depending on how they are feeling.

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Children's welfare and wellbeing Strong standard

Every child is valued for their uniqueness and are encouraged to share their thoughts and suggest ideas. Children are superbly supported by skilled staff to feel part of the group. This means children have a strong sense of belonging and are flourishing in this nurturing environment.

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Inclusion Strong standard

The setting is fully inclusive and all children are exceedingly well supported to access all activities and experiences that are on offer. Leaders communicate information with staff promptly, so that children who may need additional support are given help to join in with activities and feel comfortable and an included member of the group.

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Inclusion Strong standard

Staff work closely with children to find out their interests and what they enjoy doing. They use this information to develop relationships and provide a range of activities that build on what children can already do, as well as supporting them to try something new. Activities are adapted so they are accessible for every child, regardless of age or ability. Staff are excellent at quickly noticing if a child needs extra support and provide this gently and subtly.

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Inclusion Strong standard

Partnership with parents is excellent. Parents are fully informed about their child's day and this is shared in a timely way in order to support children's needs both in the club and at home. Parents share how their children love attending the holiday club and always come home tired but very happy after a busy day.

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Leadership and governance Strong standard

Leadership across the organisation is robust. Effective processes are in place to ensure staff are fully supported to deliver an impressive high-quality offer. Because of this, all children are given the best opportunities to thrive in this setting.

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Leadership and governance Strong standard

Staff are fully supported to continue to develop their knowledge and skills. Regular training takes place on a range of topics. This means practice is of a consistently high standard and as a result, children are receiving excellent care.

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Leadership and governance Strong standard

Staff share how they enjoy their work and feel fully supported. They appreciate the effective communication from leaders and explain how the setting is an enjoyable place to work. As a result, morale is high and staff feel valued and an important member of the team.

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Leadership and governance Strong standard

Leaders work closely with outside organisations to provide an excellent service for children and their families. Funding is used to give children the best possible start and provide them with a setting that is nurturing and feels safe.

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Leadership and governance Strong standard

Leaders recognise the strengths of the setting as well as areas they would like to enhance and make even better. For example, they have recently introduced the 'Summer of Super- powers', which will help children to develop a positive mind set and encourage a sense of self-esteem and pride.

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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 keen to attend the setting and spend time joining in with activities that are carefully planned to ensure they have fun. Staff are extremely attentive, getting to know children's interests, promptly providing encouragement and support when needed. Children respond incredibly well to the setting's 'Summer of Superpowers' theme. Staff skilfully work with children to celebrate their individual qualities and uniqueness. For example, leaders have daily discussions with children as a whole group to set them up for the session. They

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Inspector:

Lucy Short encourage children to have high aspirations and keep building on what they can already do. This supports children to develop a sense of pride and build their self-esteem.

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Inspector:

Children's safety and wellbeing is at the heart of the setting's ethos. Children understand the boundaries and behaviour expectations which are delivered by staff in a clear and simple way. They respond extremely well to these and when needed, are reminded in a way that is patient and kind. Children are very responsive to the strategies put in place which encourage positive relationships between children and staff. For example, children notice when senior leaders have a small soft toy and are inquisitive to find out more. This encourages conversation and helps to build positive relationships with children of all ages.

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Inspector:

Children respond well to the carefully planned environment and thoroughly enjoy accessing a range of large spaces to run, play football and use different resources with their friends. Staff explain how to use the spaces safely and discuss the importance of knowing what to do if they hear the fire alarm or need to come inside because of the hot weather. They check children's understanding around these important issues and children are able to demonstrate they understand by giving examples of why this might need to happen.

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Inspector:

Children often arrive at the setting not knowing any other children. Staff expertly use information shared by parents and conversations with the children to gently support them to join in with the different activities and experiences on offer. As a result, children make lasting friendships with others that attend different schools and are a different age.

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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 spoke with leaders, practitioners 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.

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Address:

The Federation Of Alver Valley Schools 21 Falcon Meadows Way Gosport PO13 8AA

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 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

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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