CSS Activities

CSS Activities

Unique reference number (URN): 2822601 Address: Portsmouth High School, 25 Kent Road, Southsea, PO5 3EQ Type: Childcare on non-domestic premises Registered with Ofsted: 30/12/2024 Registers: EYR, CCR, VCR Registered person: CSS Activities 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 Expected standard

Leaders and staff have clear daily routines in place. This helps children to know what happens next and supports them to feel secure at the setting. Staff make effective use of visual support to help children's understanding. They use age appropriate language to help children understand how to say 'stop' if they do not like something. This empowers children to have a voice and feel safe in the setting.

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Behaviour, attitudes and establishing routines Expected standard

Children generally know who their familiar adults are and who to approach for help or comfort. However, the key person system is not fully effective. Not all parents know who looks after their children at the setting. This does not fully support partnership working and continuity of care for children.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have effective systems in place to minimise risk to children. For instance, they teach children where boundaries are when exploring the wooded area and remind children about sitting still when they are eating. Staff are positive role models for children. For example, they help children to thank activity leaders at the end of each session. Staff have high expectations for children. They ask children to listen carefully to instructions and readily offer them warm praise. Children show they feel safe with staff. For instance, they snuggle in to a familiar adult when listening to stories after a busy morning. Staff support children to behave well and show positive attitudes to each other.

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Children's welfare and wellbeing Expected standard

Leaders and staff implement policies effectively to help keep children safe and promote their welfare. For instance, thorough hand washing routines are established before children eat. Children enjoy social and unhurried lunchtimes with staff who supervise them effectively. Leaders support parents to provide healthy choices for children's lunches. They work closely with parents to ensure food is safely prepared for children to eat.

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Children's welfare and wellbeing Expected standard

Staff provide children with many and varied opportunities to be active and energetic as they play. For instance, children climb trees confidently, relishing the challenge of swinging in the branches before dropping safely to the ground. Staff set up hunts for objects in the wooded areas and support children to play on the adventure playground equipment. Children laugh with delight as they play, supported and encouraged by attentive staff.

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Children's welfare and wellbeing Expected standard

Staff build bonds with children. They generally understand what children like to do and play with. However, staff have not fully considered how to find out information from parents when children first start to support smoother transitions in to the setting. They do not always understand what will help children to settle in quickly and what engages them on arrival. That said, staff are responsive to children and offer extra support when needed to help all children feel welcome.

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Inclusion Expected standard

Leaders adopt an inclusive focus that supports children with special educational needs and/or disabilities, (SEND). For instance, they employ additional staff to help meet children's individual needs. Leaders and staff put in place a bespoke timetable for children with SEND to help ensure they fully benefit from all the staff have to offer them. Leaders are proactive in finding out from parents how they can best support children with SEND at the setting. This approach effectively helps to reduce barriers to children's attendance.

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Inclusion Expected standard

Staff adapt routines to meet children's needs. For example, when children are tired after a busy morning, staff plan a free play session instead of an adult-led activity. However, this is not consistent. Occasionally, staff do not fully consider the needs of the very youngest children when planning activities. Occasionally, they do not think about the very youngest children's attention levels and what they offer to those who lose focus during adult-led activities. At these times, children become less engaged.

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Inclusion Expected standard

All staff benefit from regular training that supports them to understand how to meet children's individual needs. This helps staff to feel confident in their roles working with children.

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Leadership and governance Expected standard

Leaders have a generally secure understanding of what works well at the setting and where they can improve further. They are open to feedback and strive to make the holiday club accessible to all children. Leaders have a clear vision for the future and how to develop the setting further so that more children benefit from what they have to offer.

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Leadership and governance Expected standard

Staff report they have effective support for their roles. They feel valued and trusted, and able to carry out their day-to-day responsibilities. Staff take part in regular training opportunities. For instance, they attend training at the start of the holiday club sessions designed to refresh their knowledge about policies and procedures. This helps them to feel confident in their roles.

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Leadership and governance Expected standard

Parents report very effective communication from leaders before their children start at the holiday club. This helps them to know what to send in for their children each day. Parents comment that they would like more information about what their children do during their day and to meet their children's key people. Despite this, parents are confident that their children are happy, stimulated and having fun at the club.

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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 generally settle in swiftly when they arrive in the morning. They are eager to explore the resources staff set out for them to play with. Children have help from staff to know where to store their belongings. They can readily access their bags and find what they need. Children benefit from being in the care of attentive staff. They take part in a varied and exciting range of activities and experiences. This helps to keep children interested and stimulated during their day at the holiday club. Children laugh with delight as they explore and play.

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Address:

Portsmouth High School 25 Kent Road Children show they feel safe at the club. They approach staff for comfort and help when needed. Children learn to play cooperatively and take notice of others. All children develop positive relationships with staff and each other. This supports a feeling of belonging. They help each other tidy away at the end of an activity session and listen attentively to what is said to them. Children demonstrate they enjoy the company of others.

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Address:

Children's attendance is encouraged to help ensure they make the most of their time at the holiday club. Children are supported and encouraged by staff to have-a-go at the many activities on offer. For instance, children squeeze paint to make colourful pictures. They excitedly blow paint through straws, making patterns and mixing colours. Children's individual needs are typically met by supportive staff. For example, they help children to achieve their personal goals. This approach generally supports a welcoming and inclusive holiday club for all children. They typically thrive in this friendly atmosphere during their day at the setting.

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Next steps

Leaders should strengthen the key person approach to fully support continuity of care for children's emotional wellbeing and partnerships with parents. Leaders should consistently make adaptations to activities to ensure they meet children's individual needs, particularly for the very youngest children attending the holiday club.

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About this inspection

The inspector spoke with leaders, staff, 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. Southsea PO5 3EQ Type: Childcare on non-domestic premises

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About this inspection

Registered person: CSS Activities Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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