Active8 Minds Meon Holiday Club

Active8 Minds Meon Holiday Club

Unique reference number (URN): 2800841 Address: Meon Junior School, Shelford Road, Southsea, PO4 8NT 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

Leaders and staff have remarkably high expectations for children's behaviour. These are applied consistently and fairly. As a result, children's understanding of rules is fully embedded. Children follow instructions effortlessly and can explain boundaries, expectations and rules easily to visitors. Older children support younger children to understand different expectations throughout the session.

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Behaviour, attitudes and establishing routines Strong standard

Children thoroughly enjoy group games. They take turns with each other as they practise bowling balls at skittles, for example. Children are polite and respectful. They share resources with ease and support those who are younger to understand how to play different games and use pieces of sports equipment. Children maintain positive attitudes and happily participate in the games and activities on offer at the holiday club. Staff build positive relationships with children. They offer them plenty of praise during activities and promote enthusiasm and resilience as children talk about the sports that they are best at and practise new skills.

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Behaviour, attitudes and establishing routines Strong standard

Leaders work with parents to ensure that the attendance policy is robustly followed. Any incidences of absence are promptly followed up by staff to support children's regular attendance and understanding of routine.

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Inclusion Strong standard

Leaders have established a clear approach to inclusion. They work closely with parents of children with special educational needs and/or disabilities (SEND) to reduce any barriers to children's attendance to the club. For example, when parents register children with the club, leaders have discussion with parents about how they can best support their child. Staff follow this information up with parents each day to discuss any strategies that are used at home to support children. This means that children benefit from a shared approach to their care.

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Inclusion Strong standard

Staff receive regular training to enhance their understanding of working with children with SEND. For example, they have received specific training so that they feel confident to make adaptations to activities to ensure they are accessible by all. Staff also recognise how to adjust their support for children of different ages. For example, when children enjoy an archery activity, staff offer further guidance and demonstration for those who are younger.

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Inclusion Strong standard

Leaders work with the local authority to provide places for children, who may face barriers to their wellbeing, such as those who are at a disadvantage. Through practice such as this, leaders make a demonstrable difference to children's experiences.

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Children's welfare and wellbeing Needs attention

Leaders do not ensure that there is a member of staff on the premises with a full and relevant paediatric first-aid certificate. This is a requirement of registration. Staff do have some first-aid knowledge and know how to respond in an emergency. Generally, leaders do have secure policies and procedures in place that promote children's welfare and wellbeing. Typically, these are understood and implemented well by staff.

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Children's welfare and wellbeing Needs attention

Children's independence is supported well. For example, they confidently do tasks for themselves, such as self-selecting activities and carrying out care routines alone. Hygiene routines are embedded well as children know to wash their hands before eating, for example. Typically, healthy lifestyles are promoted well, for example children are supported to understand sun safety and staying hydrated. Often, mealtimes are sociable and staff typically use these opportunities to actively engage with children and get to know them. This supports children to feel safe and settled.

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Children's welfare and wellbeing Needs attention

Staff create an inclusive environment that meets different children's needs. For example, they have an area with soft mats, where children can unwind, look at books or play quietly. This supports children's emotional wellbeing. Staff also provide children with information about how to keep safe. For example, children learn about safety rules especially when playing sports, such as archery.

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Leadership and governance Needs attention

Leaders do not ensure the designated first aider has a full and relevant paediatric first-aid certificate, which is a breach to statutory requirements. This is because leaders have failed to check qualifications appropriately and ensure that a member of staff with a paediatric first- aid certificate is available at all times, when children are present. Furthermore, staff have not carefully assessed how the premises are used, to ensure a first aider can respond promptly in an emergency. However, leaders were quick to take appropriate action and staff have appropriate knowledge of how to provide basic first aid.

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Leadership and governance Needs attention

Overall, leaders are strategic and forward thinking. They regularly monitor the effectiveness of the holiday provision and provide constructive feedback to support staff to make meaningful improvements. Leaders promote a culture of shared feedback and continuous improvement, to ensure the quality of care provided at the club is continually raised. Typically, leaders have a sharp focus on professional development. Staff explain that they are provided with a wealth of targeted training to support them in their roles. They also receive training to increase their understanding of how to signpost families to additional support, for example, for those who may be at a disadvantage. Parents explain that they are very happy with the care and activities that their children benefit from at the holiday club.

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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

Overall, children's welfare is promoted at this holiday club. However, weaknesses in oversight means that leaders have not ensured there is a member of staff on the premises with a full and relevant paediatric first-aid certificate and is available to children at all times. Despite this, leaders have ensured staff receive basic training and staff demonstrate knowledge of how to respond in an emergency.

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

Children arrive at the club with joy and enthusiasm. They quickly get involved with the exciting crafting activities that staff have set up for them. Children are settled and quickly

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About this setting

make new friends. They initiate conversations and discuss their preferences for activities and sports together. Children develop positive social skills and enjoy attending the club.

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About this setting

Children discuss that they enjoy attending the club because there is always lots of exciting activities to do. Children enjoy modelling with recycled materials and decorating art work precisely. They have highly positive attitudes and participate actively in the experiences provides for them. Children have exemplary behaviour. They are kind and respectful to their peers and adults. As a result, children build secure new friendships and play is harmonious.

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About this setting

Staff consider children's different needs when they arrange activities. This means that children with special educational needs and/or disabilities consistently benefit from appropriate adaptations to activities.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date:

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Action Completion Date

leaders must ensure there is a member of staff on the premises at all times with a full and relevant paediatric first-aid qualification and should consider the premises layout to ensure the first aider can respond appropriately when necessary 25/08/2026

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About this inspection

The inspector spoke to 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. Unique reference number (URN): 2800841

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Address:

Meon Junior School Shelford Road Southsea PO4 8NT

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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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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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