Active8 Minds Springwood Wraparound Care and Holiday Club

Holiday Club

Unique reference number (URN): 2802658 Address: Springwood Infant and Junior Schools, Springwood Avenue, Waterlooville, PO7 8ED 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 Strong standard

Children's behaviour is impeccable. Staff consistently praise children, reinforcing a positive approach to behaviour. Children are kind, respectful and support one another. For example, they join in with a basketball shooting game, where they demonstrate excellent turn-taking and sharing skills. Staff remind children daily of the rules, including fire evacuation procedures. Children reiterate and follow these rules with ease. They have excellent listening skills. Children are attentive and focus well. For example, they sit and listen to each other and the staff, raising their hand when they want to speak. Children form lovely friendships and have very positive social skills.

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Behaviour, attitudes and establishing routines Strong standard

Leaders plan and create an environment that positively supports all children's development and care, as well as ensuring children's safety is paramount. Children have access to a range of activities that follow their interests and keep them engaged. For example, they join in with a range of different sports and play board games. Children have a positive attitude to the experiences on offer.

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Behaviour, attitudes and establishing routines Strong standard

Children follow the routines with ease because they are fully established. They transition well between activities and know what is happening next. Staff communicate constantly with each other and the children, so everyone knows the schedules of the day. There is a key person for all children in the early years, who knows children particularly well. Staff build warm and trusting relationships with children. If children do not attend the club, when they are registered to do so, then leaders will contact parents and carers. This helps to ensure children are safe.

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Children's welfare and wellbeing Strong standard

Leaders always prioritise children's welfare and wellbeing. They communicate with each child and family member on arrival to the setting, checking on their wellbeing. This is to ensure they can fully meet each child's needs by making adaptions and changes if necessary. Staff form amazing relationships with these children built on trust and respect. Children love coming to the club and know they will be safe and have fun. Leaders continuously review policies, procedures and risk assessments to ensure they are kept up to date and relevant. Staff rigorously risk assess the setting, equipment and the activities before children arrive, ensuring they are safe for all.

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Children's welfare and wellbeing Strong standard

Staff create a warm and welcoming space for children to engage in a range of experiences and to socialise with their peers. Children have regular opportunities to stay active and be outdoors. For example, children join in with a range of sports, such as dodgeball and football. Children relish these opportunities to be competitive and show great enjoyment. Staff teach children about the importance of living a healthy lifestyle. Children make very positive choices regarding their food, rest and exercise. They also stay constantly hydrated by drinking water, particularly when the weather is hot.

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Inclusion Strong standard

Staff have an extensive knowledge and experience of working with children with special educational needs and/or disabilities (SEND). They provide these children with stability and adapt activities to insure inclusivity. Staff communicate extremely well with children's families. This is both prior to the children starting and before each session. This ensures they can meet the needs of these children within the club. Staff have received in-depth training by external professionals with regards to supporting children with SEND, such as autism awareness training. Leaders have also completed special educational needs and/or disabilities coordinator training. Therefore, they have the skills to provide an environment that allows all children to feel happy, safe and secure.

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Inclusion Strong standard

Staff go above and beyond to support children. who have barriers to their engagement. They ensure these children get the support they need to socialise but also space away from the group when needed. For example, staff provide a 'chill zone', where children can rest and regulate their emotions. All staff are aware of the children's needs. They work diligently to ensure all children feel happy and safe in the environment. For instance, they provide one- to-one support for children that need it during transition times. Staff provide an extremely inclusive setting.

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Inclusion Strong standard

The club 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 the club. This enables children to receive high standards of care, enjoy new prospects and receive a hot meal.

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Leadership and governance Strong standard

Leaders promote a high standard of quality across the club. They are aware of their strengths and have worked diligently to make improvements. For example, staff have received training on behaviour management, which is evident as children's behaviour is remarkable. Staff have access to regular training that is relevant to them, such as parent partnerships and child engagement. Leaders provide constant support to their team, including checking on their wellbeing. For example, wellbeing officers will do regular phone calls, hold wellbeing walks and host summer socials. Staff feel extremely supported. There is a very in-depth safer recruitment process along with an induction for all staff. This consists of reading the policies, safeguarding training and having experience on site. This ensures staff have the knowledge, experience and skills to provide high standards of care for the children. Leaders will review policies and procedures annually, though they will reflect

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Leadership and governance Strong standard

and adapt these when necessary, ensuring the safety of children and staff. Parents and carers are extremely happy with the provision in place. They report their children are always asking to return and enjoy the sporting activities with their friends. Leaders form very positive relationships with the parents, where there is constant communication. This it to ensure the best for all children.

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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 excitedly attend this out-of-school provision. They eagerly join in with the highly stimulating activities on offer. Children settle quickly, interacting with their peers and staff with great enthusiasm. They independently put their belongings away and access opportunities that are on offer. For example, children use a range of resources to create a 'slinky dog.' They follow instructions and show a 'can-do' attitude. Children persevere when challenges occur. For instance, children skilfully construct using a range of different shaped blocks, in an attempt to balance them on top of each other without falling. They will confidently seek support from staff when needed. The environment is calm, welcoming and extremely inclusive for all. Children happily attend this club and show a sense of belonging.

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

Children look forward to seeing their friends and are quick to demonstrate their fantastic social skills. They welcome others into their play and create games together, such as card games. Children understand the importance of working together as a team. They are kind and respectful towards each other. Children communicate well and assertively express their own wants and needs, which are consistently met by the staff. Children have a positive attitude to the experiences that are on offer. They show that they feel happy and safe in this provision.

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

Children know how to keep themselves safe while at this holiday club. For example, they understand the importance of following the rules and safety procedures. Children behave well and show respect towards staff, who are very positive role models. Staff use positive reinforcement and rewards to praise children's achievements. Every child is valued and supported to flourish in the club.

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Next steps

Leaders should sustain their work to ensure continued improvement and high standards. They should focus on ensuring their actions have a transformational impact on the experiences of all children.

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About this inspection

The inspector spoke with leaders, staff, parents and 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.

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Address:

Springwood Infant and Junior Schools Springwood Avenue Waterlooville PO7 8ED

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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 : 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

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

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