ActiveMe 360 CIC @ Chalk Ridge Primary School

ActiveMe 360 CIC @ Chalk Ridge Primary School

Unique reference number (URN): 2785734 Address: Chalkridge School, Sullivan Road, BASINGSTOKE, RG22 4ER Type: Childcare on non-domestic premises Registered with Ofsted: 04/04/2024 Registers: EYR, CCR, VCR Registered person: Active Me 360 C.I.C.

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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 Strong standard

Children of all ages are actively involved in discussing and understanding the setting's expectations. Staff skilfully adapt their explanations and interactions according to children's ages, needs and levels of understanding. This ensures that everyone can participate. Leaders work closely with families and local authority partners to reinforce the importance of regular attendance and the benefits for their children.

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Behaviour, attitudes and establishing routines Strong standard

Staff promote kindness, empathy and respect for others as key features of the setting. Children receive a warm and enthusiastic welcome from staff, who greet them by name as they arrive. This helps children to feel known, valued and secure. Staff encourage children to check that they have everything they need for the day. This supports them to develop independence, personal responsibility and useful skills for later life. When children do not have appropriate footwear or clothing, staff communicate sensitively with parents and carers, and explain why suitable items are necessary. This consistent approach helps children to understand how to keep themselves safe. It also ensures that they can participate safely and fully in the wide range of activities on offer.

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Behaviour, attitudes and establishing routines Strong standard

Children are inspired by the enthusiasm of staff. They quickly form secure and trusting relationships with them. Staff know children well as individuals. They recognise the different strategies they may need to help them manage their emotions. Consequently, children feel well supported and are helped to regulate their feelings and develop their confidence. Staff successfully weave the setting's values through children's everyday experiences. For example, they introduce words, such as 'aspiration' and encourage children to explore and discuss what this means. During activities, staff reinforce the importance of persevering and continuing to try when something feels difficult. As a result, children begin to recognise the value of resilience and determination, and their own individual strengths and achievements.

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Children's welfare and wellbeing Strong standard

Staff build on children's confidence and emotional wellbeing highly effectively. They support children to take an active role in leading quizzes. Staff encourage children to create questions, take turns as quiz leaders and confidently engage their peers. This helps children to develop communication and confidence, while also supporting them to build positive relationships and social interactions.

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Children's welfare and wellbeing Strong standard

Leaders and staff work closely with children and families to promote healthier eating habits. They encourage parents and carers to provide nutritious food and snacks so that children have the energy they need throughout the day. This work is having a particularly positive impact on disadvantaged families. For example, more children are now arriving with fruit and other healthy snacks. As a result, more children have access to nutritious food that supports their health and wellbeing.

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Children's welfare and wellbeing Strong standard

Staff skilfully involve children in discussions about healthy eating. They adapt these conversations according to children's ages and understanding. Children learn about different food groups and how these contribute to keeping their bodies healthy. For example, while designing their own healthy plates, children confidently talk about their favourite foods and identify the food groups to which they belong. This helps children to develop a secure understanding of what constitutes a balanced diet. Staff skilfully use every day routines effectively to further extend children's understanding of healthy lifestyles. During hydration breaks, for example, they encourage children to think about why their bodies become hot and why they sweat during physical activity. Children confidently explain that drinking water and eating healthy foods help to 'build their muscles and give them energy'.

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Inclusion Strong standard

Leaders and staff are highly skilled and ambitious for every child. They work extremely closely with families and external professionals to develop a thorough understanding of children's individual needs. Staff have access to relevant education, health and care plans. This enables them to provide carefully considered and individualised support. Staff adapt their interactions and use effective and creative strategies to help children with special educational needs and/or disabilities (SEND) settle quickly. Through consistent reassurance and encouragement, children feel safe, valued and included. As a result, they develop confidence, engage fully in activities and flourish.

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Inclusion Strong standard

Staff benefit from ongoing training and professional development. This ensures they have the knowledge and skills required to support children with SEND effectively. Secure and on- going partnerships with parents and carers, and other professionals promote a consistent approach to meeting children's needs. Thorough morning briefings ensure staff are highly responsive to children's individual needs. They confidently adapt plans, activities and experiences to remove any potential barriers and enable all children to participate fully. For example, staff ensure that children can access quieter areas when needed, providing calm and reassuring spaces for those who may become overwhelmed. This makes a positive difference to children's wellbeing and helps them to regulate their emotions successfully.

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Inclusion Strong standard

Leaders demonstrate a deeply inclusive ethos and are unwavering in their commitment to ensuring that every child has access to high-quality opportunities. They work proactively with the local authority and other agencies to support disadvantaged children and those children who face barriers to learning. This encourages children's regular attendance and sustained participation. This inclusive approach is reflected throughout the environment. Parents speak highly of the care and guidance their children receive and particularly value the inclusive environment.

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Leadership and governance Strong standard

Leaders are reflective, ambitious and committed to continually improving the quality of the provision. They consistently reflect on the provision to benefit children. For example, to support the cohort of children for this summer camp, they have strengthened the arrival activities. This has supported children to settle more swiftly and consistently. Leaders have a clear vision for the setting and take purposeful action to ensure that all children benefit from high-quality care and enriching experiences. Central to this vision is helping children to develop a secure sense of identity, recognise their individuality and celebrate their own unique 'superpowers'. Staff embrace this ethos and demonstrate a shared commitment to achieving the best possible outcomes for every child. Leaders invest effectively in staff development to strengthen the quality of practice across the setting. Staff undertake relevant training, including how to support children with autism.

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Leadership and governance Strong standard

This has increased their confidence in recognising different behaviours and responding appropriately to children's individual needs. In addition, staff complete a two-day training programme before each holiday camp. This helps to ensure that they have the knowledge and skills required to deliver activities safely and effectively. Leaders consistently consider staff wellbeing. Consequently, staff feel valued and supported. This contributes to the positive and enthusiastic ethos evident throughout the setting.

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Leadership and governance Strong standard

Secure partnerships with parents and carers, schools and other professionals contribute effectively to meeting children's individual needs. All children, including those who may face barriers to participation or learning, benefit from coordinated support and a broad range of enriching experiences that promote their wellbeing and confidence. Parents speak positively about the provision and are confident that their children are safe, happy and thriving.

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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

Staff encourage parents and carers to share any additional or changing information when children arrive. As a result, all staff are well prepared to support children's health, safety and wellbeing throughout the day. Children benefit from regular attendance. They demonstrate that they feel safe, secure and confident in the setting. Even those children attending for the first time readily engage in activities and quickly begin to form positive relationships with staff and their peers. For example, children enthusiastically work together to build spaceships using construction materials. They listen to one another, exchange ideas and cooperate to develop their creations. Older children show kindness and consideration towards younger children, readily offering help when they encounter difficulties.

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

Children develop their physical, social and thinking skills. For example, children of all ages delight in taking part in physical games, and develop their stamina, coordination and spatial awareness. They use their hand-eye coordination and safely throw soft bibs to 'freeze' other players. Children learn to work collaboratively to release their teammates. They vote for the games they would like to play and learn to respect the collective decision of the group. During games such as 'Grandma's Footsteps', children take appropriate risks, solve problems and adapt their strategies when their initial approach is unsuccessful. They also learn important lessons about honesty, fairness and accepting an outcome, even when it is not the one they hoped for. This supports children to regulate their behaviour during competitive play.

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

Staff plan physical activities to provide further opportunities for children to practise and refine their skills. Staff increase the level of difficulty for older and more confident children. For example, they introduce timed challenges, so that they remain engaged and motivated to improve their performance. Children also use their mathematical skills as they calculate and compare the points they have accumulated. Staff are attentive to children who need additional support to participate successfully. They adapt experiences according to children's individual needs, rather than expecting every child to engage in the same way. For

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Address:

Chalkridge School Sullivan Road BASINGSTOKE RG22 4ER

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 16:30 example, some children are offered longer breaks or access to a quiet space when they need time away from group activities. As a result, children re-engage when they are ready and participate successfully alongside their peers.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards.

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About this inspection

The inspector spoke with leaders, staff, parents, carers 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. Local authority: Hampshire

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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. 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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