Activ Camps Wraparound at Tooting Primary

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children settle in easily at the club once they have been collected from their classrooms.

They wash their hands and put away their belongings. Older children are chosen to help younger children to place their coats on hangers. Children enjoy project work which focuses on a different theme each week.

They share ideas excitedly and concentrate as they carefully design their alien vehicles. They show pride in their creations. Staff form strong relationships with the children.

Children want to show staff what they have been doing. They are delighted when staff acknowledge and celebrate their efforts. Staff have high ...expectations of children.

They encourage good behaviour and remind children of the rules. Children understand the clear expectations. The club works with the school to make sure their rules fit in with what is expected at school.

Staff apply these rules fairly and consistently. Children know how to behaviour respectfully and learn to make good choices. They listen carefully to staff and know when to follow instructions.

For example, staff clap a particular rhythm, which the children repeat. They then know it is time to listen to the adult speak.

What does the early years setting do well and what does it need to do better?

Children are happy at this club.

They enjoy the varied activities on offer. They tell the inspector that they enjoy playing games, such as Freakout, being creative with craft and using the ICT suite. However, children are not given many opportunities to choose what they would like to do within the club routine.

Children feel safe. They ask staff for help when needed. Staff know children well and are sensitive to their needs.

For example, a younger child is given an opportunity to see an older sibling when they are feeling sad. However, there are not enough spaces for children to rest and relax.Staff provide children with lots of opportunities to be active during the session.

They play games such as gutterball and dodgeball. Children's physical development is well supported. They use a large outdoor space that helps them practise skills, such as balance and coordination.

Staff use rich vocabulary when talking to children. They use language such as 'levitate' and 'armoured'. Staff encourage children to share ideas.

They ask thought-provoking questions that generate deep discussion among the children. This helps to expand children's understanding of the world around them.The children have opportunities to be independent.

They are given different responsibilities, such as being door monitor or book monitor, which they enjoy. They empty their plates after their snack. This helps them to build confidence.

Children enjoy a selection of healthy snacks. They choose what they want to eat and engage in conversation with their friends and staff. Staff move water bottles around the club with each group of children, so they can access their drinks independently.

Staff teach children about how to keep themselves healthy. For example, the children know why they need to wash their hands before eating.The club is inclusive.

Staff support children with special educational needs and/or disabilities well. They work in partnership with the school to understand children's individual needs. For example, the school's special education needs coordinator delivered training to the club staff on how to help children.

This supports children to settle in quickly and enjoy their time at the club.Parents appreciate the friendly staff. They like hearing about what their children have been doing through the fortnightly newsletters.

The club asks for parents' feedback through parent surveys. They use this to evaluate the provision.Staff work well together.

There are daily debriefs and weekly meetings, where they discuss what has worked well. They say they feel happy and supported at work. Leaders and managers have robust systems in place to coach staff to improve their practice.

Termly appraisals and observations are used to identify next steps for each staff member. Managers organise training to support this. This contributes to staff becoming more confident.

Safeguarding

The arrangements for safeguarding are effective.The managers and staff have a good understanding of how to keep children safe. They can identify when a child is at risk of harm and know what to do if this happens.

Staff have completed safeguarding training and demonstrate a secure understanding of the whistle-blowing procedure. Managers give staff lots of opportunities and ways to share their concerns about children. Safer recruitment procedures mean that staff's suitability is thoroughly vetted.

The premises are safe and secure. Staff risk assess the environment well and managers do site safety checks to ensure procedures are followed. Organisation of the setting is good.

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