Sun And Moon Playcare Scheme

Sun And Moon Playcare Scheme

Unique reference number (URN): EY550520 Address: William Ford Church Of England School, Ford Road, Dagenham, Essex, RM10 9JS Type: Childcare on non-domestic premises Registered with Ofsted: 07/09/2017 Registers: EYR, CCR, VCR Registered person: Sun and Moon Playcare Scheme 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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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are supported very well across the setting. Staff supervise children closely and ensure that health and safety routines are followed consistently throughout the session. Clear procedures are in place to manage children's dietary, medical and allergy needs. Staff demonstrate a very secure knowledge of children's individual requirements. Children access nutritious snacks, and snack time is well organised to promote children's physical health and social interaction. Children are encouraged to make choices and prepare their own food, which supports their independence and confidence.

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Children's welfare and wellbeing Strong standard

Staff respond sensitively to children's emotional needs, offering reassurance, encouragement and calm guidance when needed. Children feel secure and comfortable expressing their feelings, and staff help them to recognise and manage emotions in an age- appropriate way. Positive relationships between staff and children support children's emotional security and sense of wellbeing.

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Children's welfare and wellbeing Strong standard

Daily routines, such as handwashing, snack preparation, hydration and clearing away, are embedded into the session and help children to develop responsibility and self-care skills. Staff promote healthy lifestyles through everyday conversations and modelling. They help children to understand the importance of healthy eating, drinking water and staying active. Children benefit from consistent, caring support and secure relationships with staff. This enables them to relax, engage positively in activities and flourish in a safe and nurturing environment.

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Inclusion Strong standard

Leaders create a highly inclusive culture where they identify children's individual needs early and meet them effectively. Staff know children well and work closely with parents and carers, schools and external professionals to reduce barriers to children's participation and wellbeing. Children with special educational needs and/or disabilities (SEND) receive tailored support that is informed by clear risk assessments, professional advice and regular reviews. Leaders ensure that information about children's needs is shared appropriately with staff so support remains consistent across the session.

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Expected standard

Staff make purposeful adaptations to routines and activities so children of different ages, abilities and needs can take part together. For example, leaders adjust staffing arrangements to provide additional adult support where needed. They adapt the environment to reduce sensory overload and offer flexible approaches to activities so children can engage at their own pace. These adjustments help children to feel included and enable them to participate confidently and safely alongside their peers.

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Expected standard

Leaders monitor how well support is working and review it regularly with parents, schools and local authority professionals. Staff receive guidance and training on the graduated approach to SEND, supported by input from early years development leads. This helps staff understand how to assess children's needs, implement strategies and review their impact. Leaders use supervision sessions and professional development opportunities to strengthen staff's confidence in meeting a range of needs.

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Expected standard

Staff promote inclusion through planned activities and everyday conversations that help children learn about diversity. Families feel welcomed and supported, and leaders work in partnership with parents to ensure that children feel valued, respected and fully included in the setting's community.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well and show positive attitudes to attending the setting. They enjoy playing with their peers, share resources and take part in group activities. Staff build warm and respectful relationships with children and use calm interactions and praise to reinforce positive behaviour. Children feel confident approaching staff to ask questions, seek reassurance or resolve minor disagreements, which supports their emotional security.

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Behaviour, attitudes and establishing routines Expected standard

Staff consider children's age, stage of development and individual circumstances when supporting their behaviour and routines. Staff provide younger children with additional reminders and guidance, while allowing older children greater independence and responsibility. When children need reassurance or support, staff respond sensitively and adapt their approach to meet individual needs, helping children to feel supported and included.

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Behaviour, attitudes and establishing routines Expected standard

Routines for arrivals, snack time and departures are well established and familiar to children. These routines help children to feel secure and understand what happens during the session. Leaders promote the importance of attendance and punctuality, and staff follow up promptly if children do not arrive as expected.

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Behaviour, attitudes and establishing routines Expected standard

However, staff do not yet consistently model and reinforce the agreed expectations for behaviour, particularly during transitions between activities or spaces. At times, expectations are managed reactively rather than being clearly reinforced through shared language and modelling. This limits opportunities for children to further develop independence and regulate their emotions. Leaders recognise this and have identified the need to strengthen consistency in how behaviour expectations and routines are embedded across staff practice.

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Leadership and governance Expected standard

Overall, leaders provide clear and effective oversight of the day-to-day running of the setting and ensure that statutory requirements are met. The systems for safeguarding, health and safety, staffing and record-keeping are well established and understood by staff. Leaders regularly review risk assessments, accident records and safeguarding procedures to ensure that children remain safe and well cared for. Safer recruitment processes are robust. Leaders make sure that staff complete appropriate checks, induction and mandatory training before working with children.

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Leadership and governance Expected standard

Leaders support staff's wellbeing and workload through regular supervision sessions and open communication. Staff report feeling valued, listened to and able to raise concerns or request additional training. Professional development is planned in response to discussions in staff's supervision sessions, their emerging needs and local authority guidance. Leaders ensure that staff regularly refresh their safeguarding training and remain confident in their responsibilities.

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Leadership and governance Expected standard

Leaders work in partnership with parents and carers, the school and local authority professionals to support children's safety, inclusion and wellbeing. Communication with families is open and responsive, and leaders encourage parents to share concerns or feedback. While leadership systems are secure and reflective, leaders do not yet consistently embed high expectations across all areas of practice, particularly in ensuring that staff apply high expectations for children's behaviour consistently.

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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 experience a welcoming, calm and very inclusive after-school environment, where they feel safe, valued and happy. Staff greet children warmly at the start of each session and build trusting relationships that help children to feel secure after the school day. Children confidently approach familiar adults to share their news, ask for help or talk about their experiences. Staff listen attentively and respond with warmth and reassurance, which helps children to feel understood and supported. Many children show clear enjoyment in attending and are often reluctant to leave at the end of sessions. This reflects their positive experiences and sense of belonging.

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What it's like to be a child at this setting

Children enjoy a wide range of activities that support their social development, confidence and independence. These include creative activities, construction play, group games, quiet reading and outdoor play. Staff encourage children to choose activities independently and support them to play alongside others, share resources and negotiate roles and ideas. Children develop important social skills as they learn to take turns, cooperate and communicate with peers of different ages. Staff provide guidance when needed, while also allowing children space to explore and play freely.

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What it's like to be a child at this setting

Staff use everyday routines to support children's independence and wellbeing. Children prepare their own snacks, pour drinks, tidy away resources and manage personal belongings. This helps to build their confidence and responsibility. Staff talk with children about healthy eating, exercise and wellbeing, supporting their understanding of how to look after their bodies and stay healthy. They also use snack time to provide opportunities for conversation and social interaction in a relaxed and supportive environment.

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What it's like to be a child at this setting

Children with special educational needs and/or disabilities receive thoughtful adaptations and close partnership working with parents and carers, schools and external professionals. Clear routines for arrival, snack time and departure help all children to understand what is happening and feel settled. Children feel they belong, and develop positive relationships and

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Inspector:

Honufa Begum social skills. They benefit from systems and care that help them thrive in a safe, nurturing and inclusive environment.

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Next steps

Leaders should embed consistent modelling and reinforcement of the expectations for children's behaviour, particularly during times of transitions. Leaders should strengthen monitoring and coaching to embed consistently high expectations across staff's practice.

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About this inspection

The inspector spoke with leaders, staff, children and parents and carers 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:

William Ford Church Of England School Ford Road Dagenham Essex RM10 9JS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Sun and Moon Playcare Scheme Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:10 - 18:00

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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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