LSC @ Moseley CofE Junior & Infant School

LSC @ Moseley CofE Junior & Infant School

Unique reference number (URN): 2888356 Address: Moseley C Of E Junior & Infant School, Oxford Road, Moseley, Birmingham, B13 9EH Type: Childcare on non-domestic premises Registered with Ofsted: 24/03/2026 Registers: EYR, CCR, VCR Registered person: Activated Care Ltd

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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 Expected standard

Leaders generally establish clear expectations that help children understand how to behave at the club. Staff explain the reasons for rules, helping children understand how their actions affect themselves and others. Leaders actively celebrate positive behaviour and participation. Children are keen to achieve certificates and trophies that recognise their contributions and achievements. However, staff do not consistently reinforce leaders' expectations during some routines, particularly mealtimes. At these times, expectations and boundaries can become less clear for children. This means that children are not always supported as effectively as they could be to understand and follow the routines established for them.

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Behaviour, attitudes and establishing routines Expected standard

Staff generally provide activities that reflect children's interests and abilities, which supports positive attitudes and engagement. This encourages all children, including those who may face barriers to their engagement, to participate alongside their friends.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote attendance in ways that reflect the holiday-club context. Families receive activity calendars in advance, which help children know what to expect. Leaders also follow up when children who are expected at the club do not attend.

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Children's welfare and wellbeing Expected standard

Leaders generally give appropriate consideration to children's physical and emotional wellbeing, including responding to any barriers they may face in accessing the provision. Staff develop positive relationships with children and are attentive to their needs. They recognise when children may need additional reassurance or support and adapt their approach to help them participate in the club in ways that reflect their individual needs.

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Children's welfare and wellbeing Expected standard

Leaders consider children's physical wellbeing when planning activities. During hot weather, they adapt the intensity of physical activity. For example, they replace running with less strenuous movement. Staff remind children about drinking water and sun protection. Outdoors, staff identify potential hazards and make children aware of areas they need to avoid, helping them understand how to keep themselves safe as they play. However, during some mealtime routines, staff do not reinforce these expectations as effectively. Consequently, opportunities are missed to help children fully understand and develop safer habits when eating.

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Children's welfare and wellbeing Expected standard

Leaders have appropriate systems for managing children's health and welfare. They record information about allergies and medication. Leaders review accident information to identify patterns, such as when accidents occur. They use this to consider whether changes to practice or further staff training are needed.

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Inclusion Expected standard

Leaders generally take an inclusive approach to enabling children to participate fully in the holiday club. They typically consider children's individual circumstances and how potential barriers to their participation can be reduced. Where children require one-to-one support, leaders liaise with schools and understand how additional funding can be accessed to support their attendance. Where travel presents a barrier for families, leaders explore different options, including wrap-around arrangements to help children access the club.

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Inclusion Expected standard

Leaders consider how children with special educational needs and/or disabilities can participate fully in the provision and make appropriate adaptations to activities and experiences. They provide staff with training that helps them understand the experiences of children with different impairments and consider how activities can be adapted to meet individual needs.

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Inclusion Expected standard

Leaders gather key information about children's medical, dietary and individual needs before they attend. This helps them consider the support and adaptations children may need to participate fully in the club. However, leaders do not always follow up the information they receive to develop a comprehensive understanding of each child's individual needs, circumstances and experiences. This limits how precisely they can identify and reduce potential barriers from the outset.

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Leadership and governance Expected standard

Leaders have an accurate understanding of many aspects of the provision and reflect on where further improvements can be made. Leaders provide opportunities for staff to observe the daily routines and practice of an established holiday club, helping them understand what effective delivery looks like and reflect on their own practice. While leaders generally reflect accurately on the quality of the club, their monitoring of day-to-day practice does not always identify where the organisation and delivery of some activities can be enhanced. Consequently, opportunities to ensure all children benefit fully from the experiences provided are not maximised.

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Leadership and governance Expected standard

Leaders provide a wide range of professional development. A thorough induction programme and bespoke training help staff understand their roles and responsibilities. Senior staff receive specific leadership and management development opportunities. Staff speak positively about the support they receive and the opportunities available to develop their expertise. Leaders consider staff wellbeing and workload. This includes providing dedicated time to complete training and clear routes to seek support or raise concerns.

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Leadership and governance Expected standard

Leaders value relationships with families and the wider school community. They maintain clear communication with parents, including providing advance information about planned activities and practical guidance about what children need for their day. However, staff do not always get detailed information from schools and parents before children start at the holiday club. Consequently, they do not consistently gather comprehensive information about children's individual needs. This reduces how precisely staff can tailor their approach to help children get the most from their time at the camp.

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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 enjoy their time at this holiday club. They arrive happily and quickly settle into playing alongside their friends. Children become absorbed in sociable table-top games, taking turns and enjoying the friendly competition. At other times, their play becomes imaginative as they use construction resources in their own ways, creating pretend food to offer to others and developing their own ideas together. Children confidently approach others to talk about what they are doing and readily invite them into their play. They are relaxed and comfortable in the environment and enthusiastically share stories about their friends, their experiences at the club and things that are important to them.

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

Children benefit from warm and positive relationships with staff which ensures that all children, including those who may face barriers to their engagement, feel included. Staff join in with their play and model the behaviours they want children to develop. For example, after games, staff shake children's hands and encourage them to do the same, helping children to understand sportsmanship and develop a sense of team spirit. Children learn to cooperate and help one another. During creative activities, they readily offer help when their friends find something difficult.

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

Children experience a varied programme that balances energetic and quieter activities. They play football, hockey and other team games. Children enjoy creative opportunities, such as craft, music and dancing. They experience activities that reflect different cultures and traditions. For example, they create mehndi designs, explore Portuguese-inspired artwork and move to different styles of European music. Younger children who prefer creative experiences to sports benefit from a timetable that reflects their interests. They enjoy more creative opportunities alongside shorter periods of sporting activity.

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

Children benefit from the welcoming relationships staff establish with their families that supports regular attendance. Families are invited to join regular celebrations, where they can share in and recognise children's achievements and experiences at the club.

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Next steps

Leaders should extend their monitoring of staff practice and the organisation of activities so that all children benefit fully from the experiences provided. Leaders should strengthen information-sharing with families and other settings to develop a comprehensive understanding of each child's individual needs, circumstances and experiences before they attend. Leaders should support staff to reinforce clear expectations during mealtimes so that children fully understand the routines and boundaries in place to support their welfare and wellbeing.

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About this inspection

The inspector spoke with leaders, staff, children and parents 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:

Moseley C Of E Junior & Infant School Oxford Road, Moseley Birmingham B13 9EH

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Address:

Type: Childcare on non-domestic premises

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Address:

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

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

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