ActiveMe 360 CIC @ Chichester College

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children are happy and show that they feel secure at the holiday club.

They excitedly contribute their own ideas about the team games that they would like to play. Staff encourage children to take turns and listen attentively to them. They praise them for their contributions.

This helps to promote children's confidence to speak in group situations. Staff give clear and precise instructions about the physical games that they are about to play. Children quickly learn the rules of the games and eagerly take part.

For instance, they have great fun taking turns to be dragons or knights in a game of 'dragon attack'. Lot...s of laughter takes place, and children ask to play it several times. Children say that they like coming to the club and have made friends.

Staff are very mindful of the different age range and abilities of children. For example, they reassure younger children and offer to hold their hand while they tip-toe towards the 'sleeping dragons'. This helps them to feel secure and builds on their sense of belonging.

Staff have high expectations for children to be kind and considerate to each other. For instance, during transition times, children routinely hold doors open for their friends and adults.

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

There is a strong leadership team in place.

The provider embeds the aims of the club to all the staff through discussions, training and conferences to share good practice. This helps staff to deliver activities that support children's health and well-being, such as physical games involving taking turns and team work.The provider is very knowledgeable and reflective of the setting.

Leaders provide continuous training for staff to help them to progress in their careers and keep their knowledge up to date. New staff complete a thorough induction programme to ensure they understand their responsibilities.Staff support children with special educational needs and/or disabilities (SEND) well.

For example, they aim to find out as much as possible about the needs of children before they attend the club. Staff seamlessly adapt practice as necessary. This helps children with SEND to feel fully included, and they happily participate in the activities.

Overall, children understand staff's high expectations for their behaviour and behave well. Staff implement rules and routines that support children to know what is expected of them. For instance, staff raise their arms to gain children's attention and ask if they are ready to listen.

Children raise their arms in response and follow instructions very well. However, there are occasions, such as lunchtime, when children become restless and disengaged.The provider is highly committed to supporting families within the community.

They use additional funding from the government's holidays, activities and food (HAF) programme effectively to provide children with activity sessions and a hot meal. Children are also offered community places to cover times, such as half term, when the HAF programme does not run. This ensures that children can benefit from attending activities during all the school holidays.

Staff provide nutritious snacks for children to enjoy. They praise children for trying the fruit provided, such as apples. Children are reminded to have regular drinks to quench their thirst when playing physical games.

The provider is considering how staff can further promote the care of children's oral health during their day.The club leader is an experienced practitioner. She continually observes what children know and can do during their play.

For instance, she is aware when children need restful activities and incorporates these into the day. Children enjoy drawing or making items to take home. Children show confidence when they speak about what they did and what they have made.

Leaders monitor the quality of the care provided for children, and they evaluate the service provided. They provide support and guidance for staff as necessary. Parents are sent evaluations to complete, and their views are taken into consideration.

The provider is in the process of building partnerships with schools that children attend.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

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