Active Future Bishops

Active Future Bishops

Unique reference number (URN): 2834941 Address: NCEA Bishop's Primary School Josephine Butler Campus, Academy Road, Ashington, NE63 9FZ Type: Childcare on non-domestic premises Registered with Ofsted: 09/04/2025 Registers: EYR, CCR, VCR Registered person: Northumberland Futsal 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 know the routines and expectations of the club. They arrive happily, hang their coats up and select activities. Children greet their friends with enthusiasm and plan what they would like to do. For example, children work together as they play with construction tools. Children develop positive relationships with staff. Younger children are keen to show staff what they have been doing in the construction.

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Behaviour, attitudes and establishing routines Expected standard

Some of the routines in the club do not consistently support children to maintain high levels of engagement. Staff sometimes carry out organisational tasks, and this means there are fewer staff supporting children's play during this time. For example, staff ask children on an individual basis what they would like for snack and what activities they would like to do that evening. This takes a long time and, particularly for younger children, occasionally impacts on their engagement and concentration.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well in the club. When staff signal for them to listen, children respond swiftly, putting their hands on their head and shoulders. They quickly start to tidy up. Staff work with parents and carers and schools to manage children's behaviour and to understand any barriers to attendance.

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Children's welfare and wellbeing Expected standard

Children enter the club happily and greet staff with enthusiasm. They benefit from a wealth of activities that support their interests. For example, children thoroughly enjoy balancing and doing yoga moves on the gymnastic mats. Others enjoy playing dodgeball outside. Staff are attentive to children's individual needs, including those with special educational needs and/or disabilities and those who face barriers to their learning.

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Children's welfare and wellbeing Expected standard

Staff are currently exploring ways to help children learn more about healthy eating. For example, they use a weekly quiz to introduce some conversations about food that is good for them. Children learn the importance of washing their hands and enjoy plenty of fresh air and exercise.

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Children's welfare and wellbeing Expected standard

Children choose from a number of activities independently. However, sometimes staff do not consider how the activities on offer impact on the noise in the hall. For example, a loud game of table football causes the noise to echo, and this impacts on children's ability to hear clearly what staff say. When staff shout to get children's attention, the noise reverberates further. As a result, children do not always listen and concentrate when staff are talking to them about activities that they can do.

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Inclusion Expected standard

Leaders effectively support children with special educational needs and/or disabilities (SEND) and those who face barriers to their learning. They ensure staff are well trained in this area. For example, staff have recently attended training about supporting children with SEND. Staff work with the school and parents and carers to understand and identify children's individual needs. They find out about ways that they can support children with SEND. For example, they develop a shared approach to managing children's behaviour. Staff make adaptations to help ensure children can settle into the club quickly. For example, they adapt the environment to help younger children relax in the club and create safe spaces where children can regulate their emotions. They have predictable routines so that children know what to expect when they finish school. This helps children to regulate their emotions.

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Inclusion Expected standard

Staff are aware of the need to work with other professionals to support children, particularly those known or previously known to children's social care. They typically communicate with schools and other professionals to provide support for children. They provide ongoing care and support to children and families who are disadvantaged.

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Leadership and governance Expected standard

Leaders are reflective and actively look for ways that they can improve the wraparound care further. They have robust plans in place to improve children's awareness of healthy lifestyles. Leaders have identified that routines in the club do not consistently support children's engagement and concentration and are aware that they still need to find an effective solution.

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Leadership and governance Expected standard

The club has clear plans for staff's professional development, and staff benefit from regular training sessions on a half-termly basis. Staff comment that they feel well supported and that leaders are keen to support their wellbeing and workload. Staff have a very good relationship with the schools that children attend. For example, staff communicate with teachers to find out how children have been, and this helps them to plan any adaptations that they may need to make to the club. Staff work effectively with parents and carers. They find out detailed information about their children when they first start. When parents collect children, staff share information about the sort of activities that they have been doing.

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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 at the club happily and quickly settle to the activities on offer. Children enjoy their time at the club. For example, some children are eager to play a game of table football with their friends. They play alongside each other, taking turns. Some children work together on a construction that they want to make. Others settle and play board games with their friends. Children demonstrate they are happy by not wanting to leave when their parents and carers arrive to collect them. They are keen to attend as often as they can. Children learn how they can keep themselves safe. For example, staff remind them to keep their finger off the board when they play table football. Older children play dodgeball safely. All children learn to wait with staff and keep together as they make the journey to the wraparound club.

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

Children can suggest activities for the afternoon. For example, they tell staff what they would really like to do that evening. These suggestions shape the activities that staff offer inside and outside. During the inspection, some children practise balancing inside while others play dodgeball outside.

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

Children behave well and follow the routines and expectations. During the inspection, children wait patiently for staff to put out the gymnastic mats. They tidy up when asked and sit on the carpet then line up ready to go outside. Children have good relationships with staff and talk to them about their day. Many children are keen to talk about the day that they have spent in their new class that they will move into next term. Some share the excitement of realising they are in a class with their friend. Children listen with respect as their friends are talking. All children are fully included and keen to contribute, including those who experience barriers to their learning.

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Address:

NCEA Bishop's Primary School Josephine Butler Campus Academy Road Ashington NE63 9FZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Northumberland Futsal Ltd

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Address:

Register(s): EYR, CCR, VCR Children have access to water throughout the session and enjoy a snack with fruit and vegetables.

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Next steps

Leaders should find effective ways to manage the noise levels in the room so that children can enjoy a calm environment and listen attentively to staff. Leaders should find ways of managing organisational routines so that staff are free to play with children and support their engagement.

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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 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,Thursday,Friday : 15:30 - 18:00,Wednesday : 14:00 - 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

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

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