Active8 Minds Wicor Primary School Wraparound Care and Holiday Club

Care and Holiday Club

Unique reference number (URN): 2800872 Address: Wicor Primary School, Hatherley Crescent, Fareham, PO16 9DL Type: Childcare on non-domestic premises Registered with Ofsted: 06/09/2024 Registers: EYR, CCR, VCR Registered person: Active8 Minds After School Clubs 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 typically have a clear understanding of what the daily routine is for children and what they hope children will benefit from in the setting. However, at times, this is not implemented effectively. Leaders do not always use staff strengths to assist with the smooth running of the day. This results, at times, in children waiting for their next activity. That said, children generally enjoy a range of activities at the setting. For instance, they take part in creative and sporting activities. Staff set clear expectations for children, helping to keep everyone safe and so they enjoy their time at the setting.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote regular attendance at the setting so that children can benefit from what staff provide for them. If children do not arrive when expected, staff follow policies and procedures to make sure children are safe.

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Behaviour, attitudes and establishing routines Expected standard

Children generally play cooperatively with their peers. At times, where children need more support to manage their feelings and behaviour, staff step in swiftly. This helps to minimise disruption to other children's play and enjoyment. Staff offer children plenty of warm praise and encouragement. This supports all children to engage in the activities on offer.

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Children's welfare and wellbeing Expected standard

Leaders and staff implement policies effectively to help keep children safe. For instance, staff ensure visitors to the setting are checked in and, if they are not school staff, they are accompanied at all times to make sure children are safe. Leaders help children to stay safe, such as reminding them who the staff are on site and what lanyards and uniforms to look out for if they need help. Staff are positive role models for children. They help children to develop social skills as they play. Generally, children play cooperatively and show they enjoy their time at the setting. Children typically benefit from being in the care of familiar staff. This helps them to develop secure bonds. However, the key person system is not fully effective. Some children and families do not know who their key person is. This does not fully support children's continuity of care. Despite this, children show they feel safe with staff, such as by seeking them out to

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Children's welfare and wellbeing Expected standard

Staff promote children's good health. For instance, they implement effective hand washing routines before eating and encourage energetic play. Staff play games, such as healthy options bingo, helping to teach children about making informed nutritious choices. Staff have systems in place for children to express their emotions and have time by themselves if needed. This helps to meet all children's individual needs.

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Inclusion Expected standard

Leaders and staff have systems in place to find out what children's individual needs are before they start at the setting. This helps staff to plan any adaptations that may be needed. For instance, staff have put in place sensory spaces for children to use if they feel overwhelmed. This helps children to cope in the busy setting.

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Inclusion Expected standard

Staff skilfully adapt activities to help all children access them at their own level. Staff understand where children may need additional support. For example, during a game of football, staff help younger children understand the rules and what to do. This helps them to feel included and valued for their part in the game.

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Inclusion Expected standard

Staff take part in a range of training to support them to understand how to meet children's individual needs. They report this helps them to feel confident in their role at the setting. Parents and carers comment on the value of siblings being together and being part of the same setting. They say this helps all children to feel welcomed.

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Leadership and governance Expected standard

Leaders generally understand the needs of the families who attend the setting. They provide a variety of information to families to support their home life, such as signposting them to local services. This helps to build positive relationships, which typically benefit children. Leaders have secure procedures in place to support all children, including these who may be at risk of disadvantage. They ensure staff have the necessary information to make any adaptations to support children's individual needs. This helps all children to access the setting and what staff provide for them.

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Leadership and governance Expected standard

Leaders generally have a secure understanding of what the setting does well and where future improvements can be made. They regularly visit the staff to monitor practice and offer support and advice. Staff report positively about systems leaders have in place that help their wellbeing and confidence for their roles.

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Leadership and governance Expected standard

Leaders have not fully considered how to promote the key person system at the setting. Although children have a named familiar adult who supports their wellbeing, this is not always communicated effectively to children or their parents. At times, children and their parents, do not know who is caring for them. Parents say, despite this, their children are happy and enjoy their time at the setting.

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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 benefit from attending a setting where staff provide them with a range of activities and experiences to take part in. These help to keep children stimulated and engaged during the day. For instance, children create masks and build Lego models. They take part in team

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Inspector:

Emma Dean games and enjoy challenges to bounce balls in marked areas. Children are generally busy and active.

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Inspector:

Children settle in swiftly. They know the expectations and safely store their belongings before exploring the activities on offer. Children readily make choices and decisions. This supports them to be independent at the setting. Children learn to play cooperatively and typically show positive attitudes to each other. They benefit from being in the care of attentive staff who offer them warm praise. Children typically build positive relationships with the familiar and consistent staff who run the setting. Children show they feel secure with staff, such as by seeking them out for lively conversations.

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Inspector:

All children are warmly welcomed at the setting. Their individual needs and preferences are known, and staff are friendly and approachable. This helps children to feel included and valued. Staff support most children to behave well. Children typically understand the boundaries that staff put in place promote their enjoyment when attending the setting. Children who need extra support, such as to manage their emotions, receive this swiftly from calm and positive staff. Children benefit from clear explanations and support to follow rules. This helps everyone to stay safe and minimises disruptions to children's play and engagement in activities.

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Next steps

Leaders should strengthen the key person system to ensure children and their families have a clear understanding of who their familiar adult is at the setting, to support children's wellbeing further. Leaders should revise the organisation of daily routines, particularly during transitions, to minimise the time children wait unnecessarily, and maximise the time they have to engage in the activities and experiences that staff offer.

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About this inspection

The inspector spoke to children, parents, staff and leaders 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:

Wicor Primary School Hatherley Crescent Fareham PO16 9DL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Active8 Minds After School Clubs Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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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