Active8 Minds Emsworth Wrap around care and holiday club

holiday club

Unique reference number (URN): 2800815 Address: Emsworth Primary School, Victoria Road, Emsworth, PO10 7LX Type: Childcare on non-domestic premises Registered with Ofsted: 06/09/2024 Registers: EYR, CCR, VCR Registered person: Active8 Minds After School Clubs Limited

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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

Staff generally support children's routines well. Children listen carefully to leaders at the start of each session when they explain the expectations of the setting. Staff work hard to develop warm, trusting relationships with the children, and, as a result, children speak freely to staff, sharing their thoughts and ideas in a relaxed and open manner.

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Behaviour, attitudes and establishing routines Expected standard

Children's behaviour is positive and they are keen to engage in the activities available. For example, children respond positively when they make their way to the field outside for a game of bench ball. They enthusiastically chat to their friends about which team they want to be on, reminding their friends how to play. Staff role model good sportsmanship by making sure everyone is included and the rules are fair. As a result, children cheer each other on and treat each other with kindness and working collaboratively.

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Behaviour, attitudes and establishing routines Expected standard

Leaders typically work closely with parents to share the importance of attendance and punctuality, and there are effective systems in place to follow up on any unknown absences. This means partnership with parents is effective and the expectations of the setting are clear from when children first start.

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Children's welfare and wellbeing Expected standard

Staff have developed a space where children feel they belong. For example, they typically provide a range of activities, such as colouring and craft, as well as ball games to meet the needs of all children who attend. This allows all children to sit and spend time with their friends, as well as being supported to maintain a healthy lifestyle. For example, team games, such as jumping in and out of hoops on the ground, encourage children to be active and start to learn about the importance of a healthy lifestyle. Children generally enjoy spending time in an environment that is welcoming and relaxed. Staff have developed positive relationships with children, who are keen to share information about their likes and dislikes. For example, during snack time, children talk about their favourite fruit. This provides valuable opportunities for children to form secure attachments with staff and other children and also learn about a healthy diet.

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Children's welfare and wellbeing Expected standard

Staff teach children about the importance of good hygiene practices. For example, children know they need to wash their hands before snack and not to share drinking bottles. This provides an environment that keeps everyone safe and encourages children to consider the impact their actions have on others.

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Inclusion Expected standard

Staff work with parents to find out about children's individual needs and use this information to provide activities and experiences that are engaging and appropriate. Leaders work with staff to identify barriers and support children to fully engage. However, there are times when staff are not made aware from the start which children need more support. This means children may receive inconsistent and delayed intervention.

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Inclusion Expected standard

Staff typically have high expectations for all children who attend. They show genuine interest when children share their favourite things to do or suggest ideas for future activities. For example, when a new child starts, staff take the time to listen carefully, ask questions where appropriate and acknowledge what they hear. This makes children feel important and gives them a sense of belonging.

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Inclusion Expected standard

Children enjoy working together and are well supported to help their friends or someone younger to win a game or catch a ball. This helps children to develop friendships and understand the positive impact their behaviour can have on others.

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Inclusion Expected standard

Staff know children well and mostly support them to engage in the range of activities on offer. However, there are times when staff are not fully inclusive, such as whole group discussions, where children's individual communication needs are not always considered. This means children are not fully able to share their views and opinions with others. As a result, at times, some children feel frustrated and disengage.

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Inclusion Expected standard

Leaders have developed positive relationships with other organisations, such as local schools, to share information. This helps children settle quickly and engage in the activities available. For example, children recognise staff who may also work in the school and enjoy sharing stories about their day at school and what they have been doing. This supports children to feel settled.

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Leadership and governance Expected standard

Leaders have an effective overview of the setting and are typically able to identify their strengths as well as areas for improvement to enhance their offer to the children and families who attend. The setting has systems in place that support staff to have high standards and regular opportunities to provide feedback and also share their ideas. For example, leaders operate an employee of the month scheme. This makes staff feel valued and an important member of the team. Leaders enable staff to attend regular training to keep their knowledge up to date. For example, staff learn how to deliver first aid and find out how to support children with special educational needs and/or disabilities. This means that children are receiving care that meets their needs and also keeps them safe.

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Leadership and governance Expected standard

Leaders work closely with parents, developing effective partnerships where expectations are clear, and communication is typically effective. Parents share how they value the hard work provided by staff to ensure their children enjoy their time in the setting. As a result, children are receiving care that is consistent both at home and in the setting.

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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 welcomed into the setting by staff, who are friendly and enthusiastic. They settle quickly and are supported by staff to join in with a game or find an activity they enjoy, such as colouring or chatting with a friend. Staff provide an environment where children feel they belong. For example, children are familiar with the rules and are able to explain the importance of walking inside and listening carefully when an adult talks to them. This means children are beginning to assess risk and learning how to keep themselves and others safe.

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

Children are generally keen to join in with the activities and experiences provided. For example, staff set up a line of hoops on the floor and children work in teams to jump into the hoops. They challenge their opponent to a game of 'Rock, Paper, Scissors'. This provides children with opportunities to work together and think quickly. As a result, children feel included and part of the group.

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

The behaviour expectations of the setting are clear and easy to follow. Children respond well to staff when they are asked questions about how they should behave. Children demonstrate that they understand, by answering confidently and giving examples.

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

Staff typically provide support to those children who need reminding in a kind and gentle manner. As a result, there is a harmonious atmosphere where children enjoy spending time.

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Next steps

Leaders should make sure children are consistently given opportunities to share their ideas and feedback in ways that enable them to communicate effectively. Leaders should make sure all staff are consistently aware of children's needs from the moment they start at the setting, so they are able to meet these from the beginning.

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About this inspection

The inspector spoke with leaders, practitioners, 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:

Emsworth Primary School Victoria Road Emsworth PO10 7LX

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Active8 Minds After School Clubs Limited

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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