Active Clubs at West Oxford

Active Clubs at West Oxford

Unique reference number (URN): 2827518 Address: West Oxford Primary School, Ferry Hinksey Road, OXFORD, OX2 0BY Type: Childcare on non-domestic premises Registered with Ofsted: 30/01/2025 Registers: EYR, CCR, VCR Registered person: Oxford Spires Language School 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 and staff promote children's positive behaviour through clear and consistent expectations. Staff act as positive role models and children behave well. They are respectful and polite in their responses and actions. For instance, children say 'thank you' to staff when collecting their snack and offer their peers turns with favourite colouring implements. Staff provide gentle reminders about their behaviours when needed. They follow this up with a clear explanation as to why this is required to keep themselves and others safe and happy. Staff have regular discussions with children about their emotions and how to manage these feelings.

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Behaviour, attitudes and establishing routines Expected standard

Children work and play collaboratively during their time at the club. They take turns during board games and when engaging in role-play activities. This supports children's teamwork and problem-solving skills, helping them to build positive relationships with others. Children who face barriers to their experiences or wellbeing receive encouragement to join in with support. Staff model new skills with patience, promoting inclusion and children's self- confidence.

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Behaviour, attitudes and establishing routines Expected standard

Typically, leaders maintain frequent contact with parents and carers to share information and reinforce the value of regular attendance. Leaders welcome parents' suggestions for future improvements through regular questionnaires and feedback forms. This welcoming approach helps to support children's current and future social experiences.

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Children's welfare and wellbeing Expected standard

Typically, leaders and staff know children well. They greet them with care and enthusiasm. Children keenly share their experiences about their school day, and staff listen to them attentively. Positive relationships are embedded, which helps children to feel safe and secure.

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Children's welfare and wellbeing Expected standard

Staff generally help children to learn about healthy lifestyles. Children access the large outdoor area where they receive encouragement to be physically active. Children happily engage in football matches, where staff ensure that younger children are treated with care and have equal access to the ball. Staff understand that some children may be tired after their day at school. They therefore engage them in other activities, such as sharing books, colouring or arts and crafts. All snacks that are prepared have a heavy focus on fruits and vegetables. Staff remind children of the benefits of eating these. They promote children's physical health and emotional wellbeing effectively.

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Children's welfare and wellbeing Expected standard

Children enjoy talking about the club's mascot and relish the opportunity of taking him home. They welcome opportunities to help tidy up and take care of the club. However, at times, staff offer more support than is required. For instance, staff complete all snack preparations, when most children can do this for themselves. As a result, children do not consistently develop their independence and self-help skills.

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Inclusion Expected standard

Leaders have established clear procedures that allow parents and carers to share pertinent information about their children, such as medical or health needs or any special educational needs and/or disabilities. Staff consequently get to know children swiftly. They use all information to meet each child's individual needs effectively.

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Inclusion Expected standard

Leaders discuss the use of any additional funding with parents and school staff. They agree how this can be used effectively to support and reduce children's barriers to wellbeing or involvement. Leaders ensure that the club facilitates places for children who face temporary barriers to their wellbeing, such as bereavement or family separation.

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Inclusion Expected standard

Generally, staff use strategies to help all children feel valued and celebrated at the club. The youngest children and those who feel overwhelmed in larger groups register in a separate and quieter environment. This gives them time to settle confidently into each session. All children receive encouragement to join in with the wide range of activities, and staff make adaptations when required to support this. For instance, when children find cutting challenging, staff sensitively guide and help children until they have succeeded. Staff listen to children and respond with care, building on their ideas as they play. Consequently, all children feel included and their views valued.

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Leadership and governance Expected standard

Leaders are clear about their aims for the club. They strive for every child to feel welcomed, happy and valued. Typically, leaders base their decisions about the club on children's needs and enjoyment. This includes children facing barriers to their experiences or wellbeing. Leaders and staff observe what children enjoy and engage in, and use this alongside parents' and carers' feedback to plan for future improvements.

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Leadership and governance Expected standard

Staff are happy and confident in their roles and responsibilities. They feel supported by leaders and their peers, and their workload is manageable. Leaders and staff typically know children well. They work closely with the host school to meet all children's needs and ensure that they have equal access to the provision.

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Leadership and governance Expected standard

Leaders have implemented robust systems to ensure that children are safe at the club. This includes safe recruitment procedures. Staff complete mandatory training, including paediatric first aid and safeguarding training. Supervision sessions are generally effective. However, leaders do not consistently use opportunities to identify areas for staff's professional development during these sessions. This means that staff do not consistently receive targeted training opportunities to enhance their practice. Consequently, children do not currently benefit from staff gaining new skills to offer consistent high-quality experiences.

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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 arrive relaxed and settle swiftly at this warm and welcoming club. They enjoy spending time with friends of all ages after a busy day at school. Children generally engage independently with a wide range of activities. They enjoy spending time in the safe outdoor area, playing games or relaxing with a book. Children benefit from the range of crafts and imaginative play opportunities where staff encourage them to interact with new friends.

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

Children are clear about the club's expectations, as these mirror those of the school. Reminders of the rules at the start of each session particularly help the youngest and

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About this setting

Unique reference number (URN): 2827518 children who face barriers to their experiences to adhere to expectations. Children learn how to keep themselves safe. For example, they know not to play beyond certain areas as they cannot be seen, and to wait for staff before using climbing apparatus.

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About this setting

Typically, children are kind and consider each other during their play. They benefit from the close bonds that they form with staff and readily ask for help or reassurance when required. Older children are mindful of younger children and do their best to help them. For example, older children show them how to complete obstacle-race activities and give them hints and tips to improve their techniques when balancing eggs on spoons. Consequently, the youngest children feel welcome and gain a sense of belonging at the club.

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About this setting

Parents' and carers' views are considered when making adaptations to the club. Recent changes to the timetable have enhanced adult-led activities, which has resulted in more children engaging in a wider variety of activities and experiences. Where children require additional support due to barriers to their wellbeing or engagement, staff work with parents and the host school to implement consistent strategies. This continuity of care meets individual children's needs and reduces any barriers they may face.

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Next steps

Leaders should strengthen arrangements for monitoring staff practice and provide targeted professional development opportunities to consistently ensure high-quality experiences for all children. Leaders should adapt routines and interactions to further promote and extend children's independence skills.

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About this inspection

The inspectors spoke to leaders, staff 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.

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Address:

West Oxford Primary School Ferry Hinksey Road OXFORD OX2 0BY

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Oxford Spires Language School Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 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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