Essex After School Clubs @ Broadford

Inspection of Essex After School Clubs @ Broadford Broadford Primary School, Faringdon Avenue, ROMFORD RM3 8JS

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This provision meets requirements

Children happily enter the setting at the end of the school day. They quickly engage in conversations and give hugs as children greet each other and staff. Children understand the routine for the start of the session as they wash their hands and make choices in their play, until all children have arrived and they gather for staff to take the register.

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This provision meets requirements

The behaviour of children is exemplary. Staff are exceptionally good role models for children and, as such, children treat each other the way staff treat them. Older children help and show empathy to those younger than themselves. For example, when younger children fall over, older children are quick to help them up, give them a hug and check they are alright, before a staff member takes over.

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This provision meets requirements

Children with special educational needs and/or disabilities (SEND) are exceptionally well supported. Staff are clear where children may need extra support, for example during busy transition times they support those children that need it. Leaders have regular meetings with the school to ensure up-to-date information relating to all children is shared. Consistent strategies help children to feel secure within the setting and thrive within this supportive environment.

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need to do better?

n Staff at the setting know children extremely well and have developed close relationships with them. Children are excited to tell staff what they have been doing in school and show pride in sharing their creations with staff. n The activities and experiences available to children ensure that they are focussed and engaged in meaningful play for the entire session. Some children sit talking to each other while making complex structures out of small bricks, which maintains their focus and interest well. Other children engage in imaginative play, developing an increasingly complex narrative to their story as they join their ideas together. n The setting promotes healthy lifestyles to children. For instance, children make fruit kebabs to eat after their tea, they learn about the health benefits of different fruits, and which vitamins oranges contain. Physical exercise plays a large part in the club's philosophy and children enjoy spending time outside

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need to do better?

using the large play apparatus and playing football. Information regarding maintaining good oral health is shared with parents. n Children's voices form an integral part of the setting. Children vote for the staff member of the month. Termly meetings are held with the children to discuss the menu for that term. Children have included options such as lasagne and toad-in- the-hole. Feedback questionnaires have a section for the children's voices to be

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need to do better?

6 February 2025 heard and the setting regularly reflect on how they can improve the setting for children of all ages. n Staff plan an engaging and broad curriculum, which considers the interests and development needs of all children. Children take part in weekly cookery sessions and science experiments, older children engage with a specialist sports coach, who leads structured sessions around physical development. n Children talk happily about their time at the club. They say that they particularly enjoy the group games they play at the end of the day. This is evident as children and staff come together to play a team game. Staff enthusiastically chase the children in circles to cheers of delight as the children safely make it back to their space. n Partnership with parents is excellent. Parents compliment the levels of communication from the setting and feel they are well informed of what is happening weekly. They describe how happy their children are to attend. Parents

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need to do better?

praise the staff for their caring and passionate interactions with children. n Leaders at the setting strive to promote the professional development of all staff. Leaders support staff to complete appropriate qualifications through their own developed training programmes. Leaders are passionate about ensuring all children have access to quality experiences at all of their after-school facilities. Leaders work with the local authority to provide support and advice to other local providers.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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Setting details

Unique reference number 2700669 Local authority Havering Inspection number 10367728 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Out-of-school day care

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inspection

Total number of places 34 Number of children on roll 60 Name of registered person Essex After School Clubs Ltd

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reference number

Telephone number 07912200255 Date of previous inspection Not applicable

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Information about this early years setting

Essex After School Clubs @ Broadford runs from Broadford Primary School. The setting is based in Harold Wood in the London Borough of Havering. The setting is open from 7.30am to 8.30am and 3.15 to 6pm, Monday to Friday, term time only. The setting employs five members of staff, three of whom are qualified to level 3 or above.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The inspector spoke to children, to find out about their time at the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual about the leadership and management of the setting. n The inspector observed the interactions between staff and children. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting.

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Inspection activities

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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Inspection activities

6 February 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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