Active8 Minds - The Prebendal School

Active8 Minds - The Prebendal School

Unique reference number (URN): 2802648 Address: Prebendal School, 52-55 West Street, Chichester, PO19 1RT Type: Childcare on non-domestic premises Registered with Ofsted: 11/09/2024 Registers: EYR, CCR, VCR Registered person: ACTIVE8 MINDS WEST SUSSEX LTD

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.1

How we evaluate safeguarding

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

p.1

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.1

Behaviour, attitudes and establishing routines Expected standard

Staff and children build remarkably positive relationships. They laugh and giggle together as children arrive and get involved in conversations. Together they talk about their favourite movies and build connections as they discuss shared hobbies and interests.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children develop secure social skills as they make plenty of friends at the club. Staff encourage them to play collaboratively and initiate conversations with one another. Staff are excellent role models and encourage older children to show those who are younger how to play different games, for instance, with cones.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders have very high expectations for children's behaviour and generally these are well understood by children. Staff provide children with clear rules at the beginning of the day. These are often implemented fairly. However there are times when some staff do not deliver the same expectations for children's behaviour, which means they are not yet fully embedded or understood by all children.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have a clear approach to attendance. They consistently follow up any incidence of absence with parents. This is to ensure that punctual and regular attendance is promoted with children and families.

p.2

Children's welfare and wellbeing Expected standard

Leaders and staff are knowledgeable about supporting children's welfare and wellbeing. They recognise children's different ages and understand the importance of providing activities that follow children's interests so they feel excited about coming to the club.

p.2

Children's welfare and wellbeing Expected standard

Mealtimes are sociable and children joyfully engage in conversations with their friends and with staff as they eat. Good hygiene is supported throughout the routines. For example, children are encouraged to wash their hands before they eat snack. Staff use mealtimes to have conversations with children about food choices. These conversations do not consistently promote messages around balance diets and nutritious foods to support children's understanding of good health. However, staff do support children build a good understanding of keeping active and the importance of hydration during exercise.

p.2

Children's welfare and wellbeing Expected standard

Children are engaged and excited during outdoor play. Staff are highly enthusiastic and engage children closely. Rules are explained carefully and children get plenty of time to practise to ensure they understand how to play each game. Children giggle with delight as they jump and run around the playground. Active play is promoted consistently.

p.2

Inclusion Expected standard

Leaders have established clear systems that support their approach to inclusion. For example, staff gather information from parents during the registration process. This means leaders can identify any specific adjustments that might need to be made and can understand children's individual needs when they first start.

p.2

Inclusion Expected standard

Leaders provide staff with training to support children who may be at a disadvantage, such as those who may face barriers to their attendance and/or wellbeing. This means staff can provide tailored support to children and know how to signpost families to appropriate support where necessary.

p.3

Inclusion Expected standard

Overall, children with special educational needs and/or disabilities (SEND) are well known to staff. Some staff have now received training to support their understanding of working with children with SEND and how skilful adaptations to activities can further support children's needs. They are often aware of children's different ages and try to provide various activities that are suited to children's stage of development.

p.3

Leadership and governance Expected standard

Leaders generally have a clear oversight of the setting. They carry out regular monitoring visits to ensure the quality of care provided is high. Although, leaders have not yet identified any specific improvement priorities, they work with staff to understand training needs or identify any weaknesses in practice.

p.3

Leadership and governance Expected standard

Staff report high levels of wellbeing and support with workload. They also discuss the training they have received prior to the start of the holiday club. For example, staff explain they have received training to deepen their understanding of how to plan engaging and varied activities for children. Overall, staff receive meaningful supervision sessions that enhance their practice. For example, staff explain how they have opportunities to receive feedback about their performance and engage in collaborative discussions about their work.

p.3

Leadership and governance Expected standard

Staff and leaders have prioritised parent partnerships and have been developing opportunities to have meaningful interactions with parents. For example, when parents drop off their children for their very first session, staff explain how the day will run and discuss all the exciting activities that will be available. Key persons also introduce themselves so that children feel comforted and reassured. This means that parents know what children are doing and feel involved in children's care.

p.3

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 receive a warm and friendly greeting when they arrive at the holiday club. They happily come inside and get involved with the many different activities set up for them. Staff are interested and engaging. They ask children questions and quickly get to know them well. Children begin to make new friends as they try to complete the morning challenge that staff have set for them. Children are happy and settle quickly at this welcoming setting.

p.4

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

Children have the opportunity to explore and self-select activities as they become confident and independent in their play. They excitedly dress up together, dance to music or relax in

p.4

Address:

Prebendal School 52-55 West Street Chichester PO19 1RT

p.5

Address:

Type: Childcare on non-domestic premises the comfy book corner. Children make new friends as they share interests and build toy car tracks together. Children build excellent social skills as they share and take turns with one another.

p.5

Address:

Children are active and joyful in their play. They run, skip and jump around the outdoor play spaces, laughing with delight as they play games of chase. Children learn to be kind and courteous to one another. For example, during larger group games, older children lead those who are younger and try to help them understand how to play different games. Children discuss that they enjoy attending the club. They explain that there is a variety of activities to do such as sports, colouring, crafts and board games.

p.5

Next steps

Leaders should support staff to enhance interactions during routines to further promote healthy lifestyles. Leaders should support all staff to deliver behavioural expectations consistently so that rules are commonly understood by all children.

p.5

About this inspection

The inspector spoke to 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. Registration date: 11/09/2024

p.5

About this inspection

Registered person: ACTIVE8 MINDS WEST SUSSEX LTD

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.6

Strong standard

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

p.6

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.6

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.7