Active8 Minds - East Wittering CP School

Active8 Minds - East Wittering CP School

Unique reference number (URN): 2802646 Address: East Wittering Community Primary School, Stocks Lane, East Wittering, Chichester, PO20 8NH Type: Childcare on non-domestic premises Registered with Ofsted: 10/09/2024 Registers: EYR, CCR, VCR Registered person: ACTIVE8 MINDS WEST SUSSEX LTD

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Expected standard

Children's behaviour is positive throughout the day. Leaders have established an inclusive, welcoming, positive environment in which children show that they understand the rules and expectations. Children show that they enjoy the structure of the routines, and excitedly ask what activity is next. Staff regularly ask children to explain how to keep themselves and the environment safe. Children gleefully explain the rules and follow them consistently.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders and staff build secure relationships with children from the moment they arrive. This supports the emotional development of children who may have not attended the club before. Leaders communicate well with parents before their children start to ensure that there are activities available that their children will enjoy. Staff encourage children to be kind to each other, and activities are designed to promote positive social skills. Leaders ensure that they promote regular attendance, and communicate appropriately and sensitively with latecomers to encourage them to attend. For example, leaders offer a shorter day for children who are struggling to attend, or an opportunity to come just for lunch. This has a positive impact on all children, including those who have special educational needs and/or disabilities or other barriers to their learning.

p.2

Children's welfare and wellbeing Expected standard

Staff support children with distraction techniques when they become angry or upset. However, they do not consistently talk to children about their feelings or help them to understand their emotions. Consistent messages about the setting's expectations ensure that children understand how to keep themselves safe. Children's physical development is a high priority at the setting, and they are encouraged in a variety of age-appropriate and fun ways. Children learn new games and skills as they join in throughout the day.

p.2

Children's welfare and wellbeing Expected standard

Leaders ensure that all staff know how to follow the safer eating requirements of the early years foundation stage and, consequently, children are fully supervised at snack times and mealtimes. Leaders have established routines to support and encourage children to make healthy choices that contribute to a healthy lifestyle. Additionally, leaders ensure that parents and carers have guidance around what constitutes a healthy lunch box. Children are also involved in choosing from a selection of healthy foods for snack times, mealtimes and sports activities. Children show that they are excited about the water play during the afternoon, and frequently ask when the water games will begin.

p.2

Children's welfare and wellbeing Expected standard

Staff support younger children effectively with their feeding routines. There are dedicated staff members who are the key people for the youngest children. They are the main point of contact for parents and carers of the youngest children, to ensure that all the children's individual needs are met.

p.2

Inclusion Expected standard

Children join in immediately as they arrive at this exciting holiday club. Leaders ensure that any barriers to children joining in are reduced via inclusive practices and small adaptations. For example, leaders purposefully choose all activities to make sure they are easy to understand and accessible for all ages and abilities. If children with special educational needs and/or disabilities (SEND), or other barriers to their learning, do need adjustments, these are discussed and prepared before the club starts. This inclusive approach has a positive effect on children's emotional development and self-esteem. Parents and carers of children with SEND describe how their children love attending the holiday club and report that the staff meet the varied needs of the children well.

p.3

Inclusion Expected standard

Leaders use funding to provide a free lunch and sessions at the holiday club to children who qualify for government funding. They ensure that there is a range of interesting, inviting and sporting activities at the club. Children learn new skills, such as ball skills and how to move in different ways around the playground. Staff are consistently trained in how to support children to ensure that they can access all activities. Leaders ensure that the impact of support for all children is regularly reviewed and amended if necessary. Consequently, children typically thrive in the club.

p.3

Leadership and governance Expected standard

Leaders have embedded a robust system to maintain effective oversight of the setting. They monitor the online system to ensure that staff's mandatory training is up to date and that suitability checks are updated and compliant. Leaders have a clear idea of the strengths of the setting and what steps they would like to take to make improvements. Staff report that their workload is manageable, and that they feel supported by leaders and an employment assistance programme that helps their wellbeing.

p.3

Leadership and governance Expected standard

Leaders engage regularly and positively with parents and carers. They ensure that parents are informed of what activities their children will be doing each day, as well as what equipment children will need to bring. They consult parents about the running of the club and ensure that their contributions are listened to. Parents report that the holiday club leaders and staff are a regular part of the community. Leaders ensure that all staff understand the inclusive approach of the club and that all children and families are welcomed. There is a bright and informative noticeboard at the door, where children are dropped off, that shows staff photos, menus and timetables for the week.

p.3

Leadership and governance Expected standard

Leaders provide rewards and encouragement, which motivates children to follow the rules and expectations of the setting. For example, children get an opportunity to be 'star of the week' and strive to follow the rules, which include 'having fun'. This is part of the shared ethos that leaders have created and has a positive effect on children's behaviour and attitudes.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children are happy and thriving at this welcoming holiday club. Children's safety is ensured because leaders check that the environment is free of hazards before they arrive. Children excitedly ask what the plans are for the day as they arrive and put their things away. There are a range of games and activities on offer to help the children to settle in before a 'welcome group time'. For example, children choose to draw pictures, build with construction materials and play games. This supports children's emotional regulation as they say goodbye to their parents and carers. Children recall the rules and expectations of the setting

p.4

Address:

East Wittering Community Primary School in a group time before the activities commence. They excitedly tell staff how they must 'have fun', 'be kind' and 'respect the environment' during the day. This supports children to understand how to keep themselves safe. For example, children learn to keep within boundaries of where they are allowed to play.

p.5

Address:

Children engage in warm-up activities outside that have been purposefully chosen to be accessible to all ages and abilities and that promote social skills. Children show that they enjoy these activities, shouting and giggling with joy as they run to gather in groups in hoops laid out in the playground. This has a positive effect on children's physical development and social development. Children who were previously reluctant to join physical games are keen to join in with the fun competition. Children who need extra support benefit from sensitive and discrete support to understand and engage in sports and activities. All children feel equally welcome and are eager to join in with activities. Children with special educational needs and/or disabilities, or other barriers to their learning, show that they have a sense of belonging at the holiday club. For example, children eagerly ask when the water games will

p.5

Address:

begin throughout the day. Children show that they are excited about the range of games and activities on offer.

p.5

Next steps

Leaders should ensure that staff support children to understand and manage their own feelings.

p.5

About this inspection

The inspector spoke with parents, children, leaders and staff during the inspection.

p.5

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. Stocks Lane, East Wittering Chichester PO20 8NH Type: Childcare on non-domestic premises

p.5

About this inspection

Registered person: ACTIVE8 MINDS WEST SUSSEX LTD

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.6

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.6

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

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 .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

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

p.7