The Play Professionals at Cathedral

School

Unique reference number (URN): 2742617 Address: Cathedral School Of St. Saviour & St. Mary Overie, Redcross Way, London, SE1 1HG Type: Childcare on non-domestic premises Registered with Ofsted: 13/07/2023 Registers: EYR, CCR, VCR Registered person: Trojans Scheme

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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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Behaviour, attitudes and establishing routines Expected standard

Children's behaviour is exemplary, particularly at register time, where they sit patiently and attentively, demonstrating respect and responsibility. Transitions from classrooms into the club are smooth. Children independently place bags and coats in the designated area before settling into activities; this reflects the consistent routines. Expectations are confidently recapped by children without hesitation, showing that routines and boundaries are well understood and embedded.

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Behaviour, attitudes and establishing routines Expected standard

Children engage in a wide range of activities and staff use sensitive redirection and practical support to reinforce positive attitudes and confidence. Leaders emphasise valuing every child and fostering positive peer relationships, an ethos clearly validated in practice. Some leaders, though new to their roles, have already established clear routines and built positive relationships, with children's exemplary behaviour evidencing their leadership impact.

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Behaviour, attitudes and establishing routines Expected standard

Indoor provision and routines are well established, supporting children to feel secure and confident in their play. However, outdoor provision is less structured during winter months, which limits opportunities for children to develop confidence and physical skills through purposeful activities. Leaders recognise this as an area for improvement and are beginning to plan ways to ensure outdoor experiences consistently match the quality of indoor routines.

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Inclusion Expected standard

Leaders and staff tailor activities to children's interests, with daily reviews ensuring provision reflects children's choices and sustains engagement. This demonstrates effective practice in listening to children and adapting provision responsively. Staff know children well and build on their individual strengths, ensuring they are appropriately challenged and not limited by age or ability.

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Inclusion Expected standard

Staff take a proactive role in identifying and responding to emerging needs, evidencing secure inclusion practice across the setting. Strong partnership working is evident through staff's engagement with parents and liaison with the school, which supports continuity of care and transparency.

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Needs attention

Transitions are managed smoothly, and the wide range of accessible activities, including construction, mark making, role play and literacy, enable all children to participate meaningfully.

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Needs attention

Leaders' plans to introduce child feedback surveys, further demonstrate their commitment to embedding children's perspectives in the provision. Overall, the setting reflects leaders' priorities for inclusion, with children meaningfully involved in shaping their experiences and supported to participate confidently alongside their peers.

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Children's welfare and wellbeing Needs attention

The provider has not ensured that risk assessments are consistently robust. Although daily checks take place, they do not adequately address hazards such as chairs stacked too high. Leaders are unclear on the responsibility for managing this risk. This lack of clarity highlights that the current risk assessments are not meeting the requirements of the early years foundation stage. Providers have not ensured risk assessments identify aspects of the environment to be checked regularly, or specified who is responsible, and how risks will be minimised.

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Children's welfare and wellbeing Needs attention

Warm and positive relationships underpin practice, with children demonstrating a clear understanding of the setting's rules. Safeguarding and food hygiene training are mandatory before staff begin working at the setting, and all staff refreshed their first-aid training earlier in the year. Smooth transitions, effective deployment and the collection of younger children directly from their classrooms minimise hazards, such as children wandering unsupervised.

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Children's welfare and wellbeing Needs attention

Expectations are consistently reinforced, as seen during register time when children confidently recap rules. Autonomy is promoted through self-service at snack time, while routines such as handwashing before eating safeguard health. Food provided is healthy and varied, supporting children's wellbeing. Leaders' identification of outdoor provision as an area for development validates their commitment to improving children's physical health.

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Leadership and governance Needs attention

Leaders show a broad awareness of the setting's strengths and weaknesses. However, their evaluation does not precisely identify certain issues. Risks linked to over-stacked chairs are recognised, but accountability for managing this hazard is not defined. As a result, gaps in accountability remain, creating potential for non-compliance with statutory requirements and reducing confidence in leadership effectiveness.

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Leadership and governance Needs attention

Leaders demonstrate openness and a proactive commitment to improvement. The team's positive attitude and willingness to act on feedback is evident. Leaders prioritise professional growth through regular reflective practice sessions, while staff wellbeing measures are in place to support physical, mental, and emotional health. Even without children currently identified with additional needs attending the setting, leaders are proactive in securing funding for training, liaising with schools and tailoring provision for emerging needs, evidencing foresight and inclusivity.

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Leadership and governance Needs attention

Overall, governance reflects a commitment to improvement, professional development and staff wellbeing, with clear evidence of a positive impact on children's experiences.

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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 arrive at the after-school club to find a welcoming, well-organised environment where routines are familiar and expectations are clear. They are greeted warmly by staff who know them well, helping them to feel safe and secure from the outset. Bags and coats are placed in a designated area, and children quickly settle into activities, showing confidence and independence in their choices.

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

Children benefit from a wide range of engaging play opportunities. Indoors, they can choose from mark making, construction, dressing up, reading and small-world play. Outdoors, they enjoy football and racing games that promote teamwork and physical development. Staff are attentive and responsive, ensuring that children are included and supported in their play. For example, when children are reluctant to join in, staff sensitively encouraged them to participate with peers, helping them feel valued and involved.

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

Children's voices are central to the provision. They influence daily activities, and staff tailor opportunities to their interests. This fosters a sense of ownership and empowerment. Children demonstrate sustained concentration, such as reading independently for extended periods, and imaginative play, such as role playing with friends. These experiences build confidence, creativity and social skills.

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

Relationships are strong. Children know and trust the adults, including senior leaders who are directly involved in their daily experiences. This supports safeguarding and emotional security. Friendships flourish, with children helping each other to settle and feel part of the group. Behaviour is consistently positive: children listen attentively, respect rules and show responsibility during routines such as register time.

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

Children feel valued as individuals. Staff recognise and celebrate their strengths, whether independence, imagination or social interaction. Where emerging needs are identified, leaders act swiftly, working with parents and the school to ensure children receive tailored support. This inclusive approach enables all children to participate meaningfully and develop a sense of belonging. Although children's welfare is prioritised, risk assessment processes lack some precision and clarity about accountability for some aspects. This does not support the maintenance of the highest standards of safety.

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

Overall, children thrive in a nurturing, child-centred environment where they are happy and confident. They enjoy a broad range of experiences that support their learning, wellbeing and personal development, while knowing that their voices matter and their individuality is respected.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following action by the assigned date:

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About this inspection

The inspector spoke with the manager, staff and the special educational needs coordinator 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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

Cathedral School Of St. Saviour & St. Mary Overie Redcross Way London SE1 1HG

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 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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