Active8 Minds - JYS

Inclusion: Strong standard

Staff provide an extremely inclusive environment. They have extensive knowledge on how to adapt their practice and build trusting relationships with the children. Those children with special educational needs and/or disabilities happily join in with the activities on offer with adapted guidance from staff when needed. Leaders have completed training to develop their knowledge and understanding of how to help children with inclusion needs. For example, they have completed autism awareness and special educational needs and/or disabilities coordinator training. Staff communicate with children well and consistently meet their needs.

Leaders go above and beyond to support children and their families, who are known (or previously known) to children's social care. For example, they communicate regularly with them and with external agencies, to ensure they can consistently meet their needs. Children who are known (or previously known) to children's social care happily attend this provision and relish the opportunities on offer, including socialising with their friends.

The out-of-school provision provides excellent opportunities for children within the community. For example, they are part of the Holiday Activities and Food (HAF) programme. This allows all children to attend their provision and receive high standards of care while enjoying new prospects.

Behaviour, attitudes and establishing routines: Expected standard

Leaders communicate to the children about the structure of the day in a range of ways, to ensure all children understand and feel included. Children follow these well-established routines with ease. Leaders explain what activities are on offer and what this entails. These are carefully planned to engage, motivate and inspire the children. For example, staff put children in groups to adapt the activities to their age and stage of development. They know the children particularly well and fully meet their needs. Staff adapt activities and routines, when needed, and make reasonable adjustments when necessary. Children constantly have a positive attitude to their experiences, enjoying every opportunity with high levels of engagement and focus.

Children typically behave well. Staff reinforce the rules and behaviour expectations when needed. For example, they remind children at the beginning of the session to; listen to the coaches, be kind to everyone and to not share food. Children play nicely together, taking turns, sharing and showing great social skills. Staff are positive role models for the children, demonstrating these skills. They constantly praise the children for good behaviour and achievements and children show pride in this. However, staff do not consistently have high expectations for behaviour. For example, they do not remind children to use their manners, such as please and thank you.

Leaders regularly take action to identify barriers in attendance. Lack of attendance is rare, as children enjoy attending the provision. However, if a child is late or does not attend, leaders swiftly contact parents to check the children's welfare.

Children's welfare and wellbeing: Expected standard

Leaders prioritise children's welfare and wellbeing. Staff encourage children to share their own wants, needs and emotions and staff will support them. They know the families well and are highly responsive to the varying needs and changes in circumstances. Staff regularly check in with the children, making sure they are ok and adapt the activities to best suit them. For example, when children show frustration at being 'caught out' of a tag game, staff are quick to reassure and support them back into the game. Staff do well to encourage participation for all children. They quickly and sufficiently make adaptations to ensure activities are accessible for all. Staff have built warm, trusting relationships with the children. This helps children to feel happy, safe and secure in this out-of-school provision.

Children have constant access to physical activities, both indoors and outdoors. Staff plan exciting activities, which promotes a love for staying active and working as a team. For example, they play 'nerf wars' in teams and children show great excitement. Staff promote the importance of living a healthy lifestyle. They encourage children to drink water regularly, particularly during physical activities. While positive hygiene practices are in place, staff instruct children, rather than support them to make those decisions by themselves. Therefore, children are not supported to manage their own self-care.

Leadership and governance: Expected standard

Leaders are fully aware of the strengths of the setting, which includes the impressive facilities and experiences they provide for children. They are always looking for ways to improve, adapt and develop to be the best it can be. Leaders should now continue to support staff to have the strategies they need to consistently develop children's skills further. Leaders continuously promote high expectations and professionalism, which is embedded across the provision. Staff communicate well with each other, ensuring ratios and children's safety. Leaders check the site prior to the children attending and the equipment to ensure it is safe to use. They review and adapt policies and procedures, when necessary, to ensure the safety of all.

Leaders prioritise staff's wellbeing and are extremely approachable. Staff have regular meetings with leaders. This gives them an opportunity to discuss professional development, their wellbeing and seek support. Leaders provide opportunities for staff to extend their learning and development, through training and apprenticeships. Staff find their roles very enjoyable and have built good relationships with each other. Leaders praise staff for their ongoing commitment and hard work, through organising team events, such as summer socials. Leaders have formed effective partnerships with parents and carers. They are extremely happy with the provision and say children ask to return and enjoy the social experiences with their friends.