Aktiva Camps @ St Anthony BoysOfsted report card, 29 Sept 2026

Aktiva Camps @ St Anthony Boys

Unique reference number (URN): 2822436 Address: ST ANTHONYS PREPARATORY SCHOOL, 90 Fitzjohns Avenue, London, NW3 6NP Type: Childcare on non-domestic premises Registered with Ofsted: 30/12/2024 Registers: EYR, CCR, VCR Registered person: Aktiva Camps 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 Strong standard

Leaders and staff have established clear expectations that children understand and follow consistently. Children respond promptly to staff guidance and manage familiar routines with very little adult direction. This helps the session run calmly and enables children to make independent choices about how they spend their time.

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Behaviour, attitudes and establishing routines Strong standard

Staff model respectful behaviour and use praise and encouragement effectively. Children listen to one another, share resources and cooperate well during both small-group and larger-group experiences. They show high levels of consideration for others and adjust their behaviour appropriately when using shared indoor and outdoor spaces.

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Behaviour, attitudes and establishing routines Strong standard

Children behave extremely well and show consistently positive attitudes. They participate willingly, sustain their interest and persevere when something is challenging. For example, children of different ages play happily alongside one another with play dough, sharing resources, following their own ideas and responding positively to each other. These interactions demonstrate children's confidence, cooperation and respect for others.

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Behaviour, attitudes and establishing routines Strong standard

Children understand expectations, regulate their behaviour well and need little intervention from adults. The club successfully promotes punctuality and attendance. Children respond well to staff's consistent approach. This creates a harmonious environment in which children feel respected, included and able to participate confidently.

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Children's welfare and wellbeing Strong standard

Staff promote children's welfare and wellbeing highly effectively. Key-person relationships mean that staff know children very well and respond promptly and sensitively when they need reassurance or additional support. This personalised approach helps children feel secure, valued and confident within the club.

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Children's welfare and wellbeing Strong standard

Children benefit from a clear focus on healthy lifestyles and physical wellbeing. Mealtimes are calm and well supervised, with staff consistently promoting safe eating practices and positive social interactions. Fully embedded hygiene routines and opportunities to make independent choices about healthy snacks help children develop secure self-care habits and increasing independence.

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Children's welfare and wellbeing Strong standard

Staff successfully deepen children's understanding of how to keep themselves healthy. For example, the 'Healthy Heroes' theme encourages children to talk confidently about healthy foods and meals they enjoy at home. Staff use these discussions purposefully to reinforce healthy choices and help children connect these messages to their everyday lives.

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Children's welfare and wellbeing Strong standard

Children have regular opportunities to be physically active and develop their coordination, balance and confidence. Staff also support children effectively to manage simple risks and make safe choices for themselves. As a result, children enjoy attending and experience care that supports their wellbeing.

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Inclusion Expected standard

Leaders create an inclusive environment where children's individual needs are identified and supported effectively. They gather relevant information from parents and carers and maintain close communication with the host school. This helps staff to understand children's needs and provide consistent support from the outset.

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Inclusion Expected standard

Staff adapt their approach effectively so that all children can participate fully. They offer reassurance, adjust their interactions and give children time to respond where needed. For example, children who are learning English as an additional language are supported through clear communication, familiar interests and gentle encouragement. This helps them to build confidence and participate alongside their peers.

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Inclusion Expected standard

Staff know children well and remain alert to changes in their confidence, communication and wellbeing. They recognise that children may need different levels of support at different times and respond sensitively to emerging needs. Leaders understand that support should not depend on a formal diagnosis and know when further advice or involvement from other professionals may be needed.

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Inclusion Expected standard

Leaders work in partnership with parents, the host school and other professionals to reduce barriers to participation. As a result, children are included fully, feel secure and participate confidently in the club's routines and activities.

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Leadership and governance Expected standard

Leaders have an accurate and clear understanding of the provision's strengths and the areas that need further development. They maintain effective oversight and use reflective practice, staff discussions and engagement with parents and carers to guide decision- making and support continuous improvement. Leaders work closely with the host school, which helps to promote continuity and ensures that staff are well informed about children's individual needs.

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Leadership and governance Expected standard

Leaders evaluate the provision regularly and use feedback from parents and staff to consider how effectively the provision is meeting children's needs. For example, parents describe staff as approachable, value the flexibility of the provision and say that communication is effective. They also report that their children are happy to attend. This positive and open partnership helps families feel involved and supports consistent care for children.

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Leadership and governance Expected standard

Staff benefit from purposeful support and are encouraged to reflect on their practice and learn from one another. Professional development opportunities include statutory training, such as safeguarding and food hygiene, alongside regular guidance and modelling from leaders. To further build on this positive practice, training needs to be more precisely targeted to enable staff to fully develop their practice, knowledge and skills.

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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 from school happy and settle quickly into the calm and welcoming environment. Staff greet children warmly and check how they are feeling after the school day. The handover from school is smooth and well supervised, helping children to arrive confidently. Clear routines mean that children know what to do as soon as they arrive. They put away their belongings and wash their hands before choosing an activity. These familiar steps help children develop a sense of belonging and feel secure.

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About this setting

Unique reference number (URN): 2822436 Children are confident members of the club. They share their ideas and interests to help shape the activities they take part in. Staff are positive role models and praise children's positive and kind behaviours. This boosts children's self-esteem and wellbeing. Staff value children's individuality and respond sensitively to their needs. Some children benefit from quieter spaces, while others use familiar, personalised resources to help them feel secure and ready to engage. Children who are learning English as an additional language are given time and gentle encouragement to communicate and join in. This helps children feel included and confident.

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About this setting

Children enjoy a wide range of experiences and make choices about how they spend their time. During an outdoor yoga session, children eagerly copy stretches and balancing movements, laughing together as they try unfamiliar positions. When they lose their balance, they adjust their stance and try again. Their willingness to persevere, take part and encourage one another demonstrates positive attitudes and growing confidence.

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About this setting

Leaders work effectively with parents and carers and the host school to understand children's needs, to help remove barriers to participation. Staff benefit from regular support, modelling and training opportunities. Parents describe the club positively. Children behave consistently well, enjoy their time and thrive at this happy and welcoming out-of-school club.

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Next steps

Leaders should consider ways to target professional development more precisely to staff's needs so training strengthens practice and improves consistency.

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About this inspection

The inspector spoke with leaders, practitioners, parents and carers, 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:

ST ANTHONYS PREPARATORY SCHOOL 90 Fitzjohns Avenue London NW3 6NP

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 18:30

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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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