Active8 Minds Rowlands Castle St Johns Wraparound care

Wraparound care

Unique reference number (URN): 2799976 Address: St. Johns C of E Primary School, Whichers Gate Road, ROWLAND'S CASTLE, PO9 6BB 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

Leaders generally establish expectations for behaviour and familiar routines. They work with parents when children experience behavioural difficulties, and put behaviour plans in place where needed. This provides greater consistency in how adults support children's behaviour. Leaders teach children the club's rules and explain why they are important. For example, during circle time, children put their hands up to answer questions about the rules and explain expectations about safety, kindness and respectful behaviour. This helps children understand how to behave safely and considerately.

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Behaviour, attitudes and establishing routines Expected standard

Staff typically use reminders and praise to reinforce expectations. However, staff do not always recognise or address inappropriate behaviour promptly, particularly during physical activities. For example, some children do not consistently follow game rules or consider how their actions affect younger children. As a result, children do not yet consistently manage their behaviour in ways that keep themselves and others safe.

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Behaviour, attitudes and establishing routines Expected standard

Leaders provide activities that interest children and encourage participation. For instance, children choose from art and craft activities, games and physical activities. However, explanations and waiting times can sometimes be too long. This means that, on occasion, some children lose focus and become distracted. This reduces their sustained engagement in activities.

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Behaviour, attitudes and establishing routines Expected standard

Leaders use inclusive approaches to support children of different ages. Staff adapt activities for younger children and encourage older children to support them. For example, staff adapt physical games so younger children can participate successfully, such as by rolling balls during dodgeball. This enables children of different ages to take part. Regular attendance helps children become familiar with the club's expectations and routines.

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Children's welfare and wellbeing Expected standard

Leaders generally prioritise children's welfare and wellbeing. They establish routines and ensure that staff supervise children throughout sessions. For example, staff make sure children understand that they must ask before going to the toilet, and children follow this rule. Staff supervise trips to the toilet at all times. This helps children understand how to keep themselves safe. Staff sit with children at snack time and provide healthy choices. This supports children to develop healthy routines and make positive choices about their wellbeing.

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Children's welfare and wellbeing Expected standard

Staff recognise and respond to children's emotional needs. They notice when children become unsettled, and provide time and space for them to regulate. Staff speak with class teachers about children's experiences during the school day. This helps staff understand children's needs and respond appropriately. Younger children and those new to the club receive gentle support. This helps them settle and feel secure.

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Children's welfare and wellbeing Expected standard

Leaders promote inclusive welfare and wellbeing by responding to individual needs. Staff generally support children to play safely with others. However, at times, during some physical activities, staff do not always notice when children need reminders about playing safely around younger children. For example, during line tag and dodgeball, some children occasionally need reminders to take care around others. As a result, children are continuing to develop their understanding of how to keep others safe during physical play.

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Inclusion Expected standard

Leaders identify children's individual needs and take steps to reduce barriers to their participation. They gather information from parents and the host school to understand children's needs. They use this information to put appropriate support in place. For example, leaders introduce sticker charts when children experience difficulties with behaviour. This typically helps children manage their behaviour and reduces difficulties within a short time frame.

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Inclusion Expected standard

Leaders are confident of how to support children with special educational needs and/or disabilities, should they attend the club. They understand how to support disadvantaged children and children who are known, or have previously been known, to children's social care. Leaders understand the importance of gathering information from families and schools to identify individual needs. This means that children receive appropriate support when required.

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Inclusion Expected standard

Leaders support children who face barriers to their learning or wellbeing. Leaders respond to children's individual circumstances and provide reassurance when children need additional help to settle and participate. Younger children and those who are new to the club receive gentle reassurance as they become familiar with routines and expectations. As a result, children settle quickly, develop confidence and participate in activities alongside others.

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Inclusion Expected standard

Leaders generally promote an inclusive environment for children of different ages. They encourage older children to support younger children during activities. Children develop positive relationships and participate successfully alongside their peers. Leaders' inclusive approach helps children feel welcomed, valued and able to take part in the club's activities.

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Leadership and governance Expected standard

Leaders generally provide clear strategic leadership and maintain effective oversight of the club. They understand their responsibilities and work closely with the host school. For example, leaders check bookings with the school and communicate with teachers about children's needs and experiences. This supports continuity in the information shared about children between school and the club.

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Leadership and governance Expected standard

Leaders consider staff wellbeing and workload well. They take account of individual circumstances and ensure that staff know who they can approach for support. Leaders provide additional contact and support when staff experience difficulties. Furthermore, they organise social opportunities, such as coffee mornings and staff events. This helps staff feel valued and supported in their roles.

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Leadership and governance Expected standard

Leaders provide relevant professional learning to maintain staff knowledge and skills. Staff complete mandatory training and receive additional training in areas such as food hygiene, allergy awareness, autism awareness and data protection. Sports coordinators share activity ideas and guidance. This helps staff develop their knowledge and confidence in supporting children.

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Leadership and governance Expected standard

Leaders maintain positive relationships with parents. Staff speak with parents at collection and share information about children's experiences, including their activities, meals and wellbeing. Additionally, parents share information about their children, including about care practices. Parents speak positively about staff and the club. This demonstrates that they value the care and support provided.

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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 secure at the club. Children receive a warm welcome and settle confidently into their surroundings. Children, including those who are new to the club, quickly become familiar with routines and expectations. Children know what to expect when they arrive. They manage familiar routines independently, such as when putting away their belongings and getting ready for snack.

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

Children develop positive relationships with adults and with each other. Children chat about their school day and confidently communicate their needs, interests and preferences. Children of different ages enjoy playing together. At times, older children support younger children to take part. For example, children work together to build a marble run. They take turns, share resources and enjoy playing together. Children show adults their completed work and talk about their choices. This helps children feel valued and listened to.

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

Children make meaningful choices about how they spend their time. They choose activities that interest them and return to unfinished activities later. They enjoy energetic physical activities as well as quieter activities, such as colouring picture templates. Children show pride in what they create. They develop independence by choosing resources and helping to set up activities. At times, children take responsibility for tidying away.

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

Children generally behave well and understand the club's expectations. They follow familiar routines and respond to staff instructions. Children typically understand rules that help them play safely, and generally treat others with respect. Children develop physical skills through outdoor play, such as strength and coordination. They typically cooperate with others during games and activities. Children enjoy playing alongside other children of different ages, and take part successfully when activities are adapted to meet their needs.

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Address:

St. Johns C of E Primary School Whichers Gate Road ROWLAND'S CASTLE PO9 6BB

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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 : 15:15 - 17:30

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Next steps

Leaders should ensure that staff consistently reinforce appropriate behaviour and provide timely reminders when children need support to follow expectations. Leaders should ensure that transitions between activities are well managed so that children remain engaged and focused throughout sessions.

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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 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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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. 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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