Active8 Minds Langrish Wraparound Care

Active8 Minds Langrish Wraparound Care

Unique reference number (URN): 2800188 Address: Langrish Primary School, Ramsdean Road, Petersfield, GU32 3PJ 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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Leadership and governance Strong standard

Leaders have systems in place that help them regularly review and evaluate the club. For instance, they complete regular audits of the club and seek feedback from children about what they like and what they would like to change. This helps leaders to identify areas for development. For example, they have strengthened staff training to support children who may face barriers to their play. Staff report that this training is helpful and enables them to build on various strategies used in the club to support children with special educational needs and/or disabilities (SEND).

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Leadership and governance Strong standard

Leaders build effective relationships with parents. As such, parents speak very highly of the club. They say that their children often ask to stay longer at the club when they are collected. Staff use daily conversations to inform parents about their child's individual needs. Partnerships with the school are well established. As a result, children, including those with SEND and those who face additional challenges, benefit from this joined-up approach across the club.

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Leadership and governance Strong standard

Leaders place a high priority on staff wellbeing. Staff report that they feel valued and supported in their roles. They appreciate that the courses they attend are delivered in manageable sections, helping them to consolidate their learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have high expectations of children's behaviour. Staff's interactions are fun and nurturing. This helps children to develop secure relationships with staff. Staff role model and encourage good manners and are respectful of the children's choices. Older children are kind to younger children and teach them the rules of board games. This helps develop friendships across all age groups.

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Behaviour, attitudes and establishing routines Expected standard

Staff follow daily routines with the children. They help children recall the rules of the club. However, staff do not always consider when children may need additional support at these times and tend to focus on setting up resources. This means that some children become restless and display some unwanted behaviours with their friends. That said, most children benefit from the welcome session. They put their hands up and offer their ideas about what creates a fun and respectful club.

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Behaviour, attitudes and establishing routines Expected standard

Staff have robust systems in place to monitor children's attendance. They work in partnership with parents and the school, particularly when children attend extra-curricular activities, to ensure that children are accounted for and regularly attend the sessions for which they are booked. This consistent approach helps children to learn and follow the routines of the club.

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Children's welfare and wellbeing Expected standard

Leaders and staff know the interests of the children very well. They use their conversations with children to provide an engaging play environment. Relationships between staff and the children are caring and effective. Staff ensure that younger children are supported as they learn to play new games alongside their peers. This promotes children's wellbeing.

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Children's welfare and wellbeing Expected standard

Staff provide ample opportunities for children to develop their physical health. Staff play football with the children, and they cheer when they score a goal. Children thoroughly enjoy these games and talk about the World Cup. Staff adapt their interactions to support younger children in their chosen play. For example, they follow children's ideas as they create pictures and 3D models. These meaningful interactions help children's ideas to develop as they play. Children demonstrate that they feel extremely safe and secure in the club.

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Children's welfare and wellbeing Expected standard

Children enjoy their packed lunches at mealtimes. They know to wash their hands and are independent in opening their lunch boxes. However, staff do not consistently support children to learn about the benefits of healthy foods. This means that children do not benefit from discussions that help them understand the importance of nutritious foods and their effects on the body. Staff supervise children while they are eating, which helps keep them safe.

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Inclusion Expected standard

Leaders promote an inclusive culture and environment where all children are welcomed. Staff get to know the children who attend the club. They gather ongoing information from parents and use this to make adaptations to children's play so that all children can take part in the activities on offer. Staff typically adapt their interactions to support children's emotional needs. For instance, they quickly intervene if children need support in their play. This helps children settle and return to their chosen activities with their friends. Staff are attentive to each child's health, care and personal needs and generally adapt their practice accordingly. For instance, they introduce sticker reward passports and praise children for their positive behaviour. This helps children develop their self-esteem and wellbeing.

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Inclusion Expected standard

Leaders provide training and support to ensure staff can respond effectively to children who may face barriers to their wellbeing, or who have special educational needs and/or disabilities. Leaders have a secure understanding of the statutory funding available to support children in accessing the club. They work in partnership with the school to help ensure that these children are identified at the earliest opportunity.

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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 have great fun at this after-school club. They come into the session and know the routines well as they clean their hands ready for their snacks. Children demonstrate that they are relaxed at the end of the day and talk with the nurturing staff as they eat. They eagerly ask the staff what activities they will be doing today. Children have formed fun and warm relationships with the staff, who know them well, including any children who may face barriers in their play. Children know the rules of the club. They put their hands up to offer their ideas, such as what to do if there is a fire and how to be kind to their friends. This helps

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Inspector:

Kelly Lane teach children how to keep themselves safe and promotes positive relationships from the outset.

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Inspector:

Children have a real choice about where they want to play and the activities they can choose from. For instance, children choose to take part in sports and learn new skills as they play cricket. They learn to throw balls overarm and develop their hand–eye coordination as they catch balls. Staff support younger children well as they play games of football. Children cheer as they score goals. They enjoy their play and often invite the staff to take part with them.

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Inspector:

Children concentrate as they thread beads to make bracelets. Older children are kind and offer their support by tying knots at the ends to attach the fastenings. These activities help children develop their large and small muscle groups for later experiences. Children benefit from plenty of fresh air and exercise. They know to wear their hats and take their water with them for outside play in hotter weather. This typically helps children develop healthy habits for later life.

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Inspector:

Children play well together as they choose games. For example, they relax as they play card games and board games. Children take turns well and engage in these activities for long periods of time. Leaders communicate well with parents and the host school. They monitor children's attendance to ensure that children are accounted for. This helps keep children safe.

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Next steps

Leaders should develop staff understanding of how to support children in some routines of the day to strengthen children's engagement so that they benefit from these times. Leaders should strengthen staff interactions to help children develop their understanding of the effects of healthy foods on their bodies.

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About this inspection

The inspector spoke with leaders, staff, parents 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:

Langrish Primary School Ramsdean Road Petersfield GU32 3PJ

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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

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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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