ActiveMe 360 CIC @ Hambledon Primary School

ActiveMe 360 CIC @ Hambledon Primary School

Unique reference number (URN): 2811378 Address: Hambledon Primary School, Church Lane, Hambledon, Waterlooville, PO7 4RT Type: Childcare on non-domestic premises Registered with Ofsted: 02/10/2024 Registers: EYR, CCR, VCR Registered person: Active Me 360 C.I.C.

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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

Children generally behave well. They develop positive relationships with staff and their peers. Staff are positive role models and use friendly, respectful interactions. This helps children feel safe, secure and valued. Staff encourage children to welcome each other and share information about themselves during circle-time activities. This helps children develop confidence, feel included and build positive relationships. Children are encouraged to use good manners, such as by saying 'please' and 'thank you'. This supports their respectful interactions with others. Older children support younger children during activities. This helps younger children feel included and develop positive social skills.

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Behaviour, attitudes and establishing routines Expected standard

Children are generally engaged and motivated in activities. They respond positively to staff. Staff join in and show enthusiasm. This encourages children to participate confidently and enjoy their experiences. Children generally listen and respond appropriately to requests, and follow familiar routines, such as lining up to go outside, holding doors open and asking to use the toilet. Staff remind children of routines and expectations at the start of sessions. This helps children to understand what is expected and to participate successfully.

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Behaviour, attitudes and establishing routines Expected standard

Children generally cooperate and play harmoniously alongside and with each other. They share resources, take turns and celebrate each other's achievements. This strengthens friendships and supports positive attitudes. However, staff do not consistently reinforce rules and boundaries. For example, on occasion, children talk during instructions, step out of line and run around while staff support other groups. This means that children do not always receive consistent guidance to understand expectations and manage their behaviour successfully. Leaders do not always ensure that behaviour expectations and routines are consistently reinforced by staff. Leaders liaise with the school and parents to help children to develop positive attendance habits.

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Children's welfare and wellbeing Expected standard

Leaders prioritise children's welfare and wellbeing through clear arrangements for safety, supervision and care. Staff maintain a secure environment. They supervise children throughout sessions and follow safe arrangements for transitions from school. This helps children feel safe, secure and well cared for.

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Children's welfare and wellbeing Expected standard

Leaders and staff promote children's physical health, independence and understanding of healthy lifestyles. Staff provide opportunities for children to access the outdoors and take part in physical activities. This helps children develop strength, coordination and confidence. Staff encourage good hygiene habits, such as handwashing before eating and food preparation. Leaders provide activities such as making banana splits and encourage discussions about healthy foods, food groups and where food comes from. Younger children use child-friendly cutting tools safely. These activities help children develop independence, confidence and an understanding of healthy choices.

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Children's welfare and wellbeing Expected standard

Leaders and staff support children's emotional wellbeing and individual needs. Staff recognise when children are tired or finding it hard to manage their feelings. They provide time, space and calming activities to help them settle themselves and join back in. Leaders liaise with school staff to understand possible triggers and provide appropriate support. Staff use quieter spaces, sensory activities and alternative resources to support children with special educational needs and/or disabilities. This helps children manage their emotions, access activities and feel included and valued.

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Inclusion Expected standard

Leaders promote an inclusive approach. They adapt activities to reduce barriers to children's participation. They provide activities that enable children of different ages and abilities to participate together. For example, fast-paced physical games such as 'Domes and Dishes' include a balance of older and younger children in each team. Older children support younger children to join in. This helps them develop confidence, cooperation and a sense of belonging. Leaders provide appropriate support for children with special educational needs and/or disabilities, such as quiet spaces, sensory activities and alternative resources, such as for construction or arts and crafts.

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Inclusion Expected standard

Staff generally liaise with the host school when children need additional support. For example, when children become unsettled, staff speak with teachers to establish possible reasons and understand how children have been during the school day. However, information about younger children's interests and preferences and what helps them settle is not consistently gathered when they start. This can limit staff's understanding of individual needs and affect children's engagement and wellbeing.

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Inclusion Expected standard

Staff adapt activities to support children to participate in ways that meet their individual needs. They offer alternatives when children do not want to join group activities. This helps them remain included and engaged. Staff provide encouragement and practical support with resources and equipment, such as during creative food activities. However, younger children are not always positioned close enough to the staff leading activities. This can limit their engagement and understanding.

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Leadership and governance Expected standard

Leaders provide clear strategic oversight of the setting. They use meetings and ongoing evaluation to monitor the quality of the provision and to maintain clear priorities for the setting. Leaders ensure that staff are suitable and appropriately vetted. This helps children receive safe and consistent care. They maintain clear safeguarding arrangements and provide staff with access to appropriate advice and support. This gives staff clear guidance and helps leaders maintain children's safety and wellbeing.

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Leadership and governance Expected standard

Leaders promote staff wellbeing and develop staff expertise through professional learning and supervisions. Staff report feeling supported in their roles. This helps them feel confident and valued. Leaders provide mandatory training alongside additional training in areas such as sports, children's mental health and behaviour management. This typically strengthens staff's knowledge and confidence and helps them respond to children's physical and emotional needs.

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Leadership and governance Expected standard

Leaders work positively with parents, carers and the host school to support children's needs. They share relevant information about children's experiences and welfare with parents. They liaise with school staff when children need additional support, such as when they become unsettled. Furthermore, leaders communicate with parents and the school about attendance and absences. This provides continuity between the club, school and home. These partnerships help staff understand and respond to children's individual needs, including those of children with special educational needs and/or disabilities.

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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 feel safe and welcome at the setting. They develop positive relationships with staff and their peers. Children chat happily with staff and each other and share conversations about their school day and experiences. Children confidently talk about what they have done and show others what they have made. This demonstrates that they value their achievements. Children benefit from plenty of praise that helps them to feel valued and proud of what they can do. Children enjoy spending time with their friends. They develop a strong sense of belonging through positive interactions and shared experiences.

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

Children enjoy taking part in a range of activities and generally engage positively. Children develop their physical skills through energetic activities, such as running, crouching and jumping with excitement. This helps them to build coordination, strength and confidence. Children show curiosity and share their ideas when talking about healthy foods and where food comes from. Children confidently express their thoughts and opinions. This demonstrates that they understand their contributions are valued. Children have opportunities to make choices about how they spend their time, and take part in activities that interest them. This supports their enjoyment and independence.

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

Children develop positive social skills through everyday experiences. Children share resources, take turns and praise each other's achievements. For example, they celebrate success together, such as by patting each other on the back after completing activities as a team. Children typically take responsibility for their environment. They help to tidy resources and show consideration for others by holding doors open. Children generally follow familiar routines and understand what is expected when moving between activities. These experiences help children develop confidence, independence and cooperation.

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Next steps

Leaders should strengthen staff practice to consistently reinforce rules and boundaries, to support children's understanding of expectations and manage their behaviour more consistently. Leaders should ensure that younger children are appropriately positioned and supported to fully engage in activities. Leaders should strengthen arrangements for gathering information when children start, including about their interests and preferences and what helps them to settle.

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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

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Address:

Hambledon Primary School Church Lane, Hambledon Waterlooville PO7 4RT

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:10 - 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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4 to 10

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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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

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

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