Active8 Minds Woodcroft Primary School Holiday Club

Club

Unique reference number (URN): 2816854 Address: Woodcroft Primary School, 37 Woodcroft Lane, Waterlooville, PO8 9QD Type: Childcare on non-domestic premises Registered with Ofsted: 11/12/2024 Registers: EYR, CCR, VCR Registered person: Active8 Minds After School Clubs Limited

p.1

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.

p.2

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

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.

p.2

Children's welfare and wellbeing Strong standard

Leaders consistently prioritise children's welfare and wellbeing. Staff understand the needs of the children and how they can support them. They also know their families well and are highly responsive to the varying needs and changes in circumstances. Children are happy, safe and secure in this setting. Leaders continuously review policies, procedures and risk assessments to ensure the best for all. Staff rigorously risk assess the setting and the activities before the children arrive, ensuring it is safe for all.

p.2

Children's welfare and wellbeing Strong standard

Leaders know the children extremely well. They create a safe, welcoming space for all children to enjoy their experiences and socialise with other children. Children have regular access to outdoors and being active. They join in with activities that keep them physically fit, such as tag games and dodgeball. Children show great enjoyment and have fun. Staff teach children to make healthy choices to their food, rest and exercise. Children understand their own wants and needs, following hygiene practices and healthy habits. For example, they understand the importance of washing their hands before eating. Children also stay constantly hydrated by drinking water, particularly when the weather is hot.

p.2

Inclusion Strong standard

Staff effectively use a range of techniques to support children, who have barriers to their learning. For example, children have access to a quiet space, to rest and regulate their emotions. Staff provide equipment to help children feel included within the provision, such as ear protectors and fidget toys. Leaders can identify and make swift adaptations to each activity to ensure all children can take part. Staff have received specialist training to support children with special educational needs and/or disabilities, such as autism awareness. Leaders are all trained as special educational needs and/or disabilities coordinators. Therefore, all staff have secure and extensive knowledge to offer high standards of care and support to these children.

p.2

Expected standard

Leaders have formed secure partnerships with parents. There is constant communication between the staff and parents. Prior to the child attending, leaders will contact families to ensure they can successfully meet the child's needs. They gather relevant information on every child, including any medication and allergies. Staff are all aware of which children have allergies within the provision. For example, children will wear red wrist bands at lunchtime to indicate their food allergy. Children are safe and their needs are constantly met.

p.3

Expected standard

The out-of-school provision provides exceptional opportunities for children within the community. For example, they are part of the Holiday Activities and Food (HAF) programme. This allows children from disadvantaged backgrounds to attend their provision. They receive high standards of care, enjoy new prospects and receive a hot meal.

p.3

Leadership and governance Strong standard

Leaders are fully aware of the strengths of the provision and areas of improvement. They drive improvement on behaviour management and have recently done team training in this area. This is starting to have a positive effect on the provision. They have a consistent focus on providing excellent care for all children. Leaders hold regular meetings with the staff with a focus on improving practice and their wellbeing. Leaders consider their staff's wellbeing as a priority and organise events to support this, such as a team breakfast and spa treatments. They have very high expectations of their staff and the outcomes for children.

p.3

Leadership and governance Strong standard

Staff feel extremely supported by the leadership team. Leaders implement a robust safer recruitment process along with an induction process for all staff. This includes reading the policies, safeguard training and having experience on site. This gives staff the knowledge, experience and skills to provide excellent care for the children. Staff receive regular training opportunities, both face to face and online.

p.3

Leadership and governance Strong standard

Leaders will review policies and procedures annually. They also reflect and adapt these when necessary, ensuring the safety of children and staff. Leaders have formed good partnerships with parents. They are always available to communicate with them to best understand how to support their children's needs.

p.3

Behaviour, attitudes and establishing routines Expected standard

Leaders create an environment that positively supports all children's development and care. They have access to a range of activities, such as sports and arts and crafts. Staff encourage children to show kindness, care and respect towards each other. Children work together to achieve. For example, during team games the children come up with strategies to work together to win. Children demonstrate good sharing and turn-taking skills. Staff remind children to use their manners, particularly at mealtimes. Children have good social skills.

p.3

Behaviour, attitudes and establishing routines Expected standard

Children follow the routines with ease, because these are fully established. Leaders communicate the schedule of the day in different forms to support children, who have barriers to their learning. For example, leaders provide reminders through a visual schedule and verbally. There is a key person for all children in the early years and this staff member knows the children particularly well. Children build warm, trusting relationships with each other and the staff. If children do not attend the provision when they are registered to do so, then leaders will contact parents. This is to ensure children are safe.

p.3

Behaviour, attitudes and establishing routines Expected standard

Leaders have high expectations for behaviour. They use a range of techniques to ensure children follow the rules. Staff are constantly reminding children of the rules, particularly to listen to others and not to speak over each other. They use prizes to encourage positive behaviour. Staff follow policies and procedures with a system that promotes positive behaviour. However, leaders should continue to support the staff in their behaviour management strategies, to support children in managing their own emotions and behaviour.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children excitedly attend this out-of-school provision and make the most of the experiences on offer. They quickly join in with the activities present and relish opportunities to communicate with staff. For example, children tell the staff about their plans over the summer holidays. Children join in with planned activities that encourages them to work together and build on their social skills. For instance, staff lead a game of 'keeper of the keys,' where the children need to work out who has taken the keys. Children confidently join in with others and build friendships, demonstrating good social skills.

p.5

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

Children independently access the activities and explore the environment. For example, they access a range of resources to create with a purpose in mind, such as scissors, papers, pens and glitter. They can manage their own self-care skills, such as going to the toilet and washing their hands. Staff ensure that all children feel included. Children are kind and care for each other. Older children support younger children with problem solving activities. They have a 'can-do' attitude and are always willing to have a go. Staff promote perseverance and are quick to support children who have difficulties joining in. Children show they feel a sense of belonging in this out-of-school provision.

p.5

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

Children have a positive attitude to the experiences that are on offer. Staff often praise children for their achievements. They have built secure relationships with the children, so they will confidently seek support when needed. Each child is valued and supported to flourish. Their wants and needs are consistently met by the staff. Children show they feel happy and feel safe in this provision.

p.5

Next steps

Leaders should continue to support staff with strategies to encourage children to manage their own emotions and behaviour and understand how these have an impact on others.

p.5

About this inspection

The inspector spoke with leaders, staff and children during the inspection.

p.5

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.

p.5

Address:

Woodcroft Primary School 37 Woodcroft Lane Waterlooville PO8 9QD

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Active8 Minds After School Clubs Limited

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 16:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

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 .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

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

p.8