Active Stars

Active Stars

Unique reference number (URN): 2826420 Address: Rocks Park Cp School, Lashbrooks Road, Uckfield, TN22 2AY Type: Childcare on non-domestic premises Registered with Ofsted: 18/12/2024 Registers: EYR, CCR, VCR Registered person: Active Stars Partnership

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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 arrive happily and settle quickly into the club. They confidently follow well- established routines, independently organising their belongings and choosing from a wide range of activities outdoors. Children develop positive relationships as they work together to play games, take turns, share ideas and solve problems. Staff support children's engagement by providing clear guidance and reminders about safe behaviour and expectations, such as walking indoors, using sports equipment correctly and playing safely on outdoor equipment. Children respond positively to this guidance, are polite and demonstrate an understanding of the club's routines and boundaries.

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Behaviour, attitudes and establishing routines Strong standard

Managers implement effective systems to monitor children's attendance and promote a strong sense of belonging within the club community. Families highly value the reliable and flexible provision, which supports children's wellbeing and meets the needs of working parents and carers. Staff have a secure understanding of children's ages, stages of development and individual circumstances. They provide a well-balanced range of active, creative and quieter experiences that meet children's varying needs throughout the day. Staff know children well and use their interests effectively to develop positive relationships and meaningful interactions.

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Behaviour, attitudes and establishing routines Strong standard

Children confidently share their thoughts, feelings and ideas with staff, reflecting the warm and trusting relationships that have been established. Staff adapt their practice successfully to meet the needs of children with special educational needs and/or disabilities, enabling them to participate fully, develop independence and achieve alongside their peers. For example, staff use visual timers to help children understand how much time remains before transitions, such as going home. In addition, staff make sensory adaptations, such as providing ear defenders in the hall, where large groups of children gather and noise levels can be higher. These strategies support children's understanding, reduce anxiety and help them engage confidently in all aspects of the provision.

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Inclusion Strong standard

Managers promote a highly inclusive and ambitious culture in which every child is valued and supported to succeed. They work closely with parents and carers, school staff and external professionals to identify children's individual needs at the earliest opportunity. Through robust observations and detailed transition information, managers and key people gain a comprehensive understanding of each child and use this information to develop tailored support that address potential barriers to participation and learning effectively. Staff demonstrate an excellent understanding of children's strengths, interests and individual needs. They adapt routines, environments, communication strategies and staffing arrangements to ensure that all children fully access and benefit from the provision. As a result, children develop confidence, independence and a strong sense of belonging, enabling them to thrive.

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Inclusion Strong standard

Managers continually review and refine the support provided to ensure it has the greatest possible impact on children's experiences and outcomes. As a result, children develop

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Expected standard

confidence, independence and the skills they need to access the full range of opportunities available. Staff demonstrate a strong understanding of inclusive practice. They know children well and use 'child passports' to find out as much as they can about all children. Staff skilfully adapt their interactions, expectations and the provision to meet children's individual needs and promote full participation. Managers work closely with families, the host school and external professionals to ensure a consistent and coordinated approach across all settings. For example, children with special educational needs and/or disabilities are invited to attend quiet transitions to familiarise themselves with the environment and staff before starting at the club. This enables staff to get to know the children, identify any necessary adaptations and put appropriate support in place from the outset, helping children

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Expected standard

to feel safe, settled and ready to engage.

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Expected standard

Managers take a proactive and strategic approach to removing barriers, enhancing resources and improving outcomes for disadvantaged children. They use additional funding effectively to increase staffing levels. Enhanced staffing ratios enable staff to offer high- quality interactions, individualised support and close supervision, ensuring that children feel safe, valued and fully included in all aspects of club life. Managers implement robust highly effective partnerships with families, the host school and external agencies. They respond promptly to children's emerging needs and demonstrate a strong commitment to ensuring that every child receives the support they need to succeed. As a result, children benefit from a nurturing and inclusive environment, where they are supported to develop confidence, build positive relationships and flourish.

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Children's welfare and wellbeing Expected standard

Staff gather comprehensive information about children through discussions with parents and carers, and close partnership working with the host school. This enables them to develop a secure understanding of children's individual needs, interests and any potential barriers to participation. Staff use this information effectively to plan support and provide experiences that reflect children's preferences and promote engagement. For children with special educational needs and/or disabilities, staff make thoughtful adaptations to the environment, routines and activities to ensure they can participate fully in all aspects of the provision. For example, staff use children's interests such as 'Paw Patrol' cars, sand, water and role-play opportunities to foster engagement and provide enhanced adult support where appropriate. This helps to promote independence while maintaining inclusion alongside their peers. Staff

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Children's welfare and wellbeing Expected standard

help children to recognise, express and manage their emotions by providing opportunities for quiet spaces and discussions about their feelings through stories.

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Children's welfare and wellbeing Expected standard

Staff support children's health, safety and emotional wellbeing through daily routines, meaningful conversations and consistent guidance. They encourage healthy lifestyles by providing access to drinking water, nutritious snacks and lunch and by helping children understand how to keep themselves safe, including wearing sun cream during periods of hot weather. However, managers have not given sufficient regard to the early years foundation stage nutritional guidance in relation to the drinks provided for children.

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Leadership and governance Expected standard

Managers place children's needs at the centre of their decision-making. They demonstrate a strong commitment to inclusion and ensure that children with special educational needs and/or disabilities are welcomed, supported and fully involved in all aspects of club life. Managers work closely with families, school staff and external professionals to gain a thorough understanding of children's individual needs and implement appropriate adaptations. As a result, children who may face barriers in other settings are supported to participate confidently and succeed within the club.

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Leadership and governance Expected standard

Managers promote staff wellbeing and take account of workload, when organising meetings and sharing information. They adopt flexible approaches to meetings to ensure all staff can access important updates and contribute effectively, regardless of their working patterns. Managers also implement thoughtful recruitment and induction procedures and maintain regular communication with staff. Staff complete mandatory training to help them understand their responsibilities and fulfil their role in safeguarding children. However, managers have not yet established a sufficiently robust programme of professional development beyond mandatory training requirements. As a result, opportunities to further enhance staff knowledge, skills and practice are not fully maximised to benefit children.

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Leadership and governance Expected standard

Parents speak very highly of the club and value the positive experiences it provides for their children. They appreciate the flexibility and reliability of the provision and recognise the important role it plays in supporting family circumstances. Parents describe staff as approachable, caring and willing to discuss any questions or share information about their children's experiences. They report that their children enjoy attending the club and look forward to the activities on offer. Parents feel that staff create a welcoming and nurturing environment, where children develop friendships, pursue their interests and feel included and valued.

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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 warmly greet children at the start of the day, helping them to feel welcomed, valued and ready to engage. Children respond positively to these interactions and quickly settle into the club environment, demonstrating that they feel safe, secure and confident. Positive relationships between staff and children support a strong sense of belonging within the club community.

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

Staff provide a wide range of experiences that reflect children's interests and encourage creativity, physical activity and social interaction. Children demonstrate imagination and cooperation as they design and create their own games in the outdoor woodchip area. They actively engage with one another while involved in drama activities, when kicking balls, using the large play equipment and role playing together. Children show kindness and consideration towards their peers, offering support and encouragement, when involved in arts sessions. They enthusiastically participate in physical activities, including games, playing football and racket sports, where they develop coordination, practise new skills, take turns and motivate their friends to succeed.

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

Children confidently share their interests with staff and other children. They talk about topics that matter to them, such as favourite football teams, the schools they attend and activities they enjoy. Staff use these conversations to build meaningful relationships and extend children's thinking. Children also benefit from opportunities to step away to calmer spaces. They access books, quiet spaces and activities that support them to regulate their emotions.

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

Staff build positive relationships with children by listening carefully, responding to their ideas and celebrating their achievements. They ensure that children with special educational needs and/or disabilities participate fully in all aspects of club life. Staff make thoughtful adaptations, provide tailored support and work closely with families and schools to meet children's individual needs. As a result, children develop confidence and independence.

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Address:

Rocks Park Cp School Lashbrooks Road Staff demonstrate a strong understanding of children's communication styles, interests and needs, enabling all children to feel valued, included and supported.

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Address:

Staff establish clear routines and expectations, which children understand and follow consistently. They provide gentle reminders about safe and appropriate behaviour, including the correct use of equipment and the importance of tidying away resources after use. Staff create a welcoming and inclusive environment, where children feel valued and respected, enabling them to explore their interests, make choices and engage in meaningful experiences. Children respond positively, demonstrating responsibility for their actions. They enjoy attending, promoting positive habits for future learning and develop confidence, independence and effective friendships.

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Next steps

Managers should develop their understanding of nutritional guidance and implement this consistently to promote children's health further. Managers should develop a more targeted approach to continuous improvement and professional development of staff, identifying opportunities that build on strengths and extend their knowledge and skills to benefit children.

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About this inspection

The inspector spoke with managers, staff, including those with lead responsibility for safeguarding, 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. Uckfield TN22 2AY Type: Childcare on non-domestic premises

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About this inspection

Registered person: Active Stars Partnership

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 04:00

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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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