Rising Stars Activities

Rising Stars Activities

Unique reference number (URN): 2741414 Address: Finchley Cricket Club, 33-45 East End Road, London, N3 2TA Type: Childcare on non-domestic premises Registered with Ofsted: 26/07/2023 Registers: EYR, CCR, VCR Registered person: Tang Group Ltd

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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 behave well and show positive attitudes toward attending the setting. They understand expectations and respond positively to clear routines that help them feel safe and secure. Leaders have established clear systems that support smooth transitions. Children demonstrate sensible behaviour in the community and follow safety rules with confidence, showing they understand why these routines matter. Leaders promote good attendance and punctuality through clear collection arrangements and well-organised daily routines, which help children arrive and settle promptly.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children to develop independence and responsibility. Children routinely put away their belongings, join activities promptly and participate in group discussions with confidence. They listen to one another, take turns and show kindness towards their peers. Staff model calm, respectful behaviour and reinforce expectations, which helps children to regulate their emotions and build positive relationships. For example, staff use circle time effectively to revisit the setting's 'golden rules'. Children confidently explain what good listening looks like and why kind words and actions are important. This shared understanding supports a calm atmosphere and helps children to work and play cooperatively.

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Behaviour, attitudes and establishing routines Expected standard

Mealtime routines in the after-school club would benefit from further refinement to ensure children are consistently supported in following established routines. While staff supervise children closely, clearer expectations during snack time would help children manage their behaviour more consistently and further strengthen these routines. Overall, routines support positive behaviour well, and leaders show a clear capacity to embed practice further.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are given clear priority in this setting. Leaders ensure children are cared for in a safe, nurturing environment where routines are predictable, and staff are attentive to children's emotional and physical needs. Children feel secure because adults know them well and respond promptly and sensitively when they need reassurance or support. This helps children to settle quickly and enjoy their time at the setting. Staff support children's emotional wellbeing effectively. They encourage children to talk about their day, share experiences and express their feelings during group discussions. Children are listened to by staff and their peers and feel valued. This helps to support their confidence and self-esteem. Staff promote calm transitions between activities and provide a balance of energetic play and quieter experiences, helping children to regulate their emotions after a busy school day. For example, staff use circle time alongside snack time to

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Children's welfare and wellbeing Expected standard

check in with children, giving them opportunities to reflect on their day and talk about what they have enjoyed. This helps children feel heard and supports their sense of belonging.

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Children's welfare and wellbeing Expected standard

Partnerships with parents support children's welfare, and there is scope to strengthen this further in relation to healthy eating. Staff supervise snacks and talk with children about food choices. However, clearer guidance and closer work with parents would help to encourage healthier snacks and make better use of opportunities to promote healthy eating and lifestyles. This would further support children's wellbeing and help them develop positive habits. Overall, children feel safe, cared for and emotionally supported, and leaders demonstrate clear capacity to further strengthen practice.

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Inclusion Expected standard

Leaders promote an inclusive culture where all children are welcomed, valued and supported to participate fully in the life of the setting. They have secure systems in place to identify children who may need additional support, including those from disadvantaged backgrounds, children with special educational needs and/or disabilities (SEND) and those who may face other barriers to their wellbeing. Although there are currently no children on roll who require additional support, leaders have clear systems in place to identify and respond quickly if children's needs change. Leaders and staff hold responsibility for SEND and have completed relevant training, ensuring they have the knowledge and confidence to respond quickly and appropriately should children's needs change. Leaders work in partnership with schools and families to ensure continuity of care and a shared understanding of children's needs.

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Inclusion Expected standard

Staff know children well and adapt their interactions and routines to support inclusion and emotional wellbeing. They create an environment where children feel confident to express themselves, take part in group discussions and build positive relationships with peers. Staff reinforce clear expectations and routines, which helps children feel secure and included. Children are encouraged to make choices and contribute their ideas, supporting their sense of belonging and self-worth. This thoughtful approach helps children feel understood and included, strengthening their sense of belonging in the setting.

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Leadership and governance Expected standard

Leaders provide clear direction and ensure the setting runs smoothly day to day. They understand the context of the provision and have put effective systems in place to support children's safety and care. Since opening, leaders have reviewed how well the provision meets the needs of children who attend regularly and have taken timely action to improve resources, staff confidence and the range of activities available. As a result, children benefit from engaging experiences that meet their needs well.

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Leadership and governance Expected standard

Staff feel supported and confident to share concerns or ideas, which helps maintain a stable, settled environment for children. Leaders place importance on staff wellbeing and respond appropriately when issues arise, including seeking professional advice and making adjustments where needed. This ensures that children continue to receive attentive care from familiar adults. For example, leaders act promptly to review situations that may affect the smooth running of the setting and put suitable arrangements in place. This helps to maintain continuity of care for children and supports their safety, wellbeing and sense of security.

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Leadership and governance Expected standard

Leaders have a sound understanding of statutory requirements and keep their own knowledge up to date. However, self-evaluation and professional development would benefit from a clearer focus to ensure all staff have a consistent understanding of current legislation, including expectations for consistent practice during mealtime routines. Strengthening this would help ensure expectations are applied more consistently across the team. Overall, leadership and governance are effective, with clear capacity to further strengthen practice.

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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 happily and confidently at this welcoming setting, where they are greeted by familiar adults who know them well. Leaders ensure children feel safe and secure through predictable routines and vigilant supervision, particularly when children are collected from

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Inspector:

school and walk together as part of the walking bus. Children understand why rules matter and confidently explain how adults help to keep them safe, which supports their growing sense of responsibility and awareness. Children quickly settle into the session and enjoy a balance of active and calm experiences. Staff support children in taking responsibility for their belongings, making choices about activities and sharing their thoughts during group discussions. Children talk openly about their day, listen respectfully to one another, and are supported in recognising and expressing their feelings. This helps them to build positive friendships and develop confidence in communicating with others.

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Inspector:

Children are active and energetic. They particularly enjoy the extensive outdoor space, where they run, play team games, and practise new physical skills that support their coordination and confidence. Indoors, children engage in creative activities, board games and calming sessions, such as yoga or dancing, which help them to relax and regulate their emotions after a busy school day. Children feel valued and included. Activities reflect celebrations and events that are meaningful to them, helping them to develop curiosity, respect for others and a strong sense of belonging. For example, leaders adapt provision to reflect the cultural and religious context of families who attend. After-school arrangements are adjusted on Fridays to reflect Shabbat, ensuring children experience care that respects family routines and values. Overall, children enjoy their time at the setting, feel secure and supported, and leave feeling happy, confident and ready for the next day.

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Next steps

Leaders should continue to strengthen mealtime routines so that expectations are consistently clear and children are supported to follow established routines. Leaders should build further on existing relationships with parents to promote healthy snack choices and make the most of everyday conversations during play to reinforce children's understanding of how healthy eating supports their wellbeing. Leaders should continue to strengthen self-evaluation and professional development opportunities to ensure staff are confident in applying up-to-date legislative guidance, particularly during mealtime routines.

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About this inspection

The inspector spoke with leaders, practitioners and children 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. Rizwana Nagoor

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Address:

Finchley Cricket Club 33-45 East End Road London N3 2TA

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 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. 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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