Laburnum Play Active Club

Laburnum Play Active Club

Unique reference number (URN): 2800210 Address: Laburnum Primary School, Laburnum Road, Sandy, SG19 1HQ Type: Childcare on non-domestic premises Registered with Ofsted: 24/07/2024 Registers: EYR, CCR, VCR Registered person: AJK Sports 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 Strong standard

Leaders and staff have high expectations of children's behaviour, which is admirable. There is a harmonious atmosphere of mutual respect, calm and celebration. The setting's culture code is thoroughly embedded. This creates a safe environment, where every child's achievement and effort is noticed and consistently celebrated. Children strive to be selected as the daily 'champ'. The setting's fun agreement, promoting 4 key principals, fun, respect, learning and safety, is shared with parents and carers to support a cohesive approach. This is also shared with children at the beginning of each day to remind them of the expectations.

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Behaviour, attitudes and establishing routines Strong standard

Staff's enthusiasm and praise is highly effective in supporting children to have a positive attitude to keep on trying. For instance, children concentrate and persevere to roll their ball as close as possible to the small white ball in a game of boccia. Fun games that need children to work together as a team are expertly organised to foster positive and respectful relationships. Children form a circle and while holding hands move their body in different directions to carefully pass a hoop without breaking the link. Older children are positive role models for younger children as they eagerly help them if needed. Staff encourage children to consider how their actions may affect others, helping them to understand that extending their arms could cause a peer to lose their balance.

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Behaviour, attitudes and establishing routines Strong standard

Staff consistently explain rules and expectations of all planned activities clearly and support those with special educational needs and/or disabilities by demonstrating and repeating instructions. This is particularly effective for children who are still developing their listening and attention skills. For example, when explaining the safety rules for parachute games, staff demonstrate what is expected. Children watch avidly and follow the instructions well when participating.

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Behaviour, attitudes and establishing routines Strong standard

Children confidently follow daily routines. They know to tidy away their lunch when they finish eating and return to the table to patiently wait for their peers to finish. This develops children's independence, responsibility and consideration for others. Leaders promptly follow up unexplained absences, monitor patterns and work closely and constructively with families to remove barriers.

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Children's welfare and wellbeing Strong standard

Children, including those with special educational needs and/or disabilities, thrive in this caring setting. Leaders work in close partnership with parents and carers during admission to gather detailed information relevant to each child's individual care and development needs. This enables leaders to prioritise staff knowledge and training so that children's needs are fully met. For instance, staff gain a deep understanding of how to meet children's medical needs. Parents comment on how 'exceptionally reassured' they feel because staff know exactly what their children need and how best to support them. As a result, all children remain safe and their health and wellbeing are carefully considered within this inclusive setting. Staff take the time to really get to know children and understand their individual needs. They regularly check in with children throughout the day and remain attentive to their verbal and

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Children's welfare and wellbeing Strong standard

non-verbal cues. This enables staff to respond promptly and adapt activities, interactions and the environment to provide the right level of support. For example, when children feel overwhelmed by group activities, staff offer quiet alternatives and provide focused one-to- one attention to help them feel settled, secure and able to engage.

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Children's welfare and wellbeing Strong standard

Leaders actively promote children to make healthy food choices. Through their engagement with the Holiday Activities and Food Programme, eligible children benefit from healthy and nutritious hot meals and are physically active. Children show immense enjoyment during a game of 'Duck, Duck, Goose'. They giggle and beam with delight as they run at speed to catch their friends. Children show high levels of responsibility for their own self-care. They talk about the need to keep their water bottle close by so that they remain 'refreshed and hydrated'.

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Inclusion Strong standard

Senior leaders and staff foster a highly ambitious and inclusive culture, supported by targeted training and extensive support to ensure high-quality inclusive practice. They are knowledgeable about each child's background and use information from parents, carers and children's schools to tailor the environment and provision to expertly meet each child's individual need.

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Inclusion Strong standard

All children, including those with special educational needs and/or disabilities (SEND) successfully participate in activities. Staff swiftly identify any barriers to participation, adapting their approach to routines, the environment, communication and deployment to ensure full engagement. For instance, they provide clear demonstrations and explanations of the rules of team games and always check children's understanding. Staff give children time to process instructions and opportunities to practise new skills, such as having additional time to slide a weighted disk towards a target during a game of curling. This removes barriers to participation and children successfully access all activities alongside their peers.

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Inclusion Strong standard

Children also show an excellent awareness and understanding of their peers with SEND. For example, during a game of boccia, when it is their turn to roll the ball they provide personal encouragement by saying 'you can do it'.

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Inclusion Strong standard

Senior leaders rigorously monitor children's wellbeing and engagement through ongoing observations and regular reviews with parents. They evaluate and refine support to maximise its impact on children, who face barriers or those with SEND. This successfully enables all children to develop their independence, access the exciting opportunities available and make the most of life at the setting.

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Leadership and governance Strong standard

Senior leaders have a comprehensive and accurate understanding of the setting's strengths. They use an abundance of methods and various sources, including professional governing bodies and feedback from children, parents and carers, to accurately reflect on and evaluate the provision they provide. Their passion and commitment to provide the very best for children shines through.

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Leadership and governance Strong standard

Senior leaders dedication to staff's continuous professional development is a notable strength. They invest in staff's professional growth from the outset. This enables staff to achieve recognised qualifications that provide opportunities to progress in their role, knowledge and responsibilities. Staff highly value the personalised coaching and mentoring opportunities available to them. The whole team demonstrates significant ambition to advance their careers and deepen their knowledge and skills. This is clearly reflected in practice, where staff consistently provide high-quality interactions that have a positive impact on children's learning and development. Staff talk about how much they enjoy their role and feel valued by senior leaders. They also appreciate the attention and serious approach to their wellbeing and work-life balance.

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Leadership and governance Strong standard

Leaders and staff build highly effective partnerships with the host school and, where practical, with other schools children attend. They maintain communication and work collaboratively to support children's unique needs. This ensures shared expectations and strengthens routines and the overall ethos of the provision. Leaders consistently make proactive efforts to engage with hard to reach parents and adapt their communication methods to ensure all parents are informed, involved and able to access support. Parents speak positively about the excellent communication they receive from staff and how they feel overwhelmingly reassured that their children are very well cared for.

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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 are extremely excited and keen to attend this inclusive and nurturing setting. As they arrive, they are warmly greeted by staff and eagerly talk to them about what physical experiences they are looking forward to from the varied and rich programme. Every aspect of children's time at this inspiring setting is meticulously planned, yet with ample flexibility that enable children to make independent choices. This successfully supports everyone to access the full range of enriching activities. Thoughtful adaptations and tailored support provides children with a true sense of belonging. All children thrive because their individual needs are thoroughly considered. Children also benefit from a wealth of opportunities that broaden and introduce them to new experiences. For instance, they learn about, and flourish in confidence as they carefully handle snakes, spiders and frogs.

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

Many children attend both the wraparound provision and holiday camp and take part in physical education sessions delivered by the same staff during term time, at various schools. Some children arrive not knowing any other children. All children demonstrate that they feel relaxed, safe and secure. Staff expertly use information shared by parents and carers and conversations with the children. This helps children to immerse themselves in the stimulating and vibrant range of activities. New friendships are quickly ignited as children introduce themselves to one another and welcome each other to participate in their play. As a result, children make lasting friendships with others, who attend different schools and are a different age. They listen and value each other's ideas as they plan and work together to create complex LEGO models.

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

Children warmly welcome staff's involvement in their play because they know that staff are genuinely interested in engaging with them. This motivates children to share their thoughts and ideas about how best they can position and arrange stacking cups to create high structures that remain stable. Children say that 'they love to attend' because they 'learn new skills' and 'enjoy making new friends'. Leaders promote regular attendance with families, so

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Address:

Laburnum Primary School Laburnum Road Sandy SG19 1HQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Register(s): EYR, CCR, VCR that children benefit fully from the setting's ambitious programme of activities and form habits that prepare them very well for the future.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the experiences of children to further enhance their personal understanding of behavioural standards.

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About this inspection

The inspector spoke with senior leaders, leaders, staff, 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. Operating hours: Monday,Tuesday,Wednesday,Thursday : 15:30 - 17:30,Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:30

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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