Kids In Charge At Mossford Green

Kids In Charge At Mossford Green

Unique reference number (URN): EY484255 Address: Mossford Green Primary School, Fairlop Road, Ilford, IG6 2EW Type: Childcare on non-domestic premises Registered with Ofsted: 02/12/2014 Registers: EYR, CCR, VCR Registered person: Kids in Charge (Making A Choice For A Better Future) Ltd

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding. This puts children at significant risk of harm.

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Safeguarding standards not met

Safeguarding arrangements are not effective, particularly when the setting accepts unregistered children from the school. Staff do not know whether these children have allergies or medical needs, yet children are routinely offered food. Leaders have not made sustained improvements to staff practice following a previous incident relating to allergies. This does not keep children safe from foreseeable harm or ensure safe management of food and drink based on children's health needs.

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Safeguarding standards not met

Arrangements for safe collection are weak. Staff do not consistently know parents or authorised collectors and do not reliably check their identity before releasing children. There is no clear or consistently applied procedure for managing late collection, which does not ensure children are released safely and remain protected while in the setting's care.

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Safeguarding standards not met

Leaders have not ensured that staff understand or consistently carry out their safeguarding responsibilities. As a result, safeguarding practice does not reliably protect children's safety and welfare.

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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 Needs attention

Leaders have established routines and expectations. However, these are not applied consistently for all children, particularly those who arrive unexpectedly and are not registered with the setting. Expectations for routines such as arrival and snack time are not always clearly communicated to children who arrive late, which causes some confusion and uncertainty. Children who appear unsettled during transitions do not always receive reassurance or guidance to help them settle. Support for behaviour and emotional security is sometimes variable. Some children move around the environment without direction or engagement, and staff responses to children attempting to join activities are inconsistent.

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Behaviour, attitudes and establishing routines Needs attention

However, registered children generally understand expectations and respond appropriately. They are familiar with routines and are more confident in knowing what to do and how to behave. Relationships between staff and these children are generally positive and respectful. Staff model calm behaviour and encourage children to use polite language and to

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Urgent improvement

treat one another kindly. Children are supported to play alongside their peers and, when prompted, are encouraged to share resources and take turns.

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Urgent improvement

The environment promotes a generally calm and friendly atmosphere, and most children behave appropriately during sessions. While routines are not consistently embedded for all children, there is a clear foundation in place.

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Children's welfare and wellbeing Urgent improvement

Systems in place do not reliably protect or support all children's welfare and wellbeing. This is particularly evident for children who attend the provision on an ad hoc, casual basis. Staff do not hold essential information about the health, allergies or additional needs of all children present. For example, these children are accepted into the provision without staff obtaining the information needed to provide safe and appropriate care. Despite this, children are offered food and cared for without suitable safeguards in place. This compromises children's health and safety and demonstrates that risks are not effectively identified or managed.

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Children's welfare and wellbeing Urgent improvement

If children become overwhelmed on arrival or during routines, staff do not consistently provide responsive support to help them feel secure or regulate their emotions. Children with additional needs are not always supported in ways that promote their emotional wellbeing or engagement.

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Children's welfare and wellbeing Urgent improvement

Care practices are inconsistent and vary depending on whether children are registered with the club or attending on a casual basis. Leaders have not ensured that all children experience secure and predictable care. In addition, leaders do not carry out effective risk assessments to identify and minimise risks associated with caring for unregistered children on an impromptu basis, including consideration of individual risks related to children's health and wellbeing.

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Children's welfare and wellbeing Urgent improvement

Overall, weaknesses in systems, staff guidance and leadership oversight mean that children's welfare and emotional wellbeing are not consistently promoted or protected.

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Inclusion Urgent improvement

Leaders have not ensured that all children's individual needs are identified, understood or met consistently. They do not ensure that staff request or receive information about children's additional needs, including special educational needs and/or disabilities, when they agree to temporarily care for children who are not registered with the setting. This means they are not alert to children's needs in order to take steps to support children who require additional help.

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Inclusion Urgent improvement

Some children spend extended periods without meaningful interaction or support. They become overwhelmed during transitions without staff recognising this or adapting routines. This limits children's participation and emotional wellbeing and does not promote children's welfare and inclusion.

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Inclusion Urgent improvement

Leaders have not ensured effective information-sharing with parents or the school for this group of children. Staff have not received sufficient guidance or training to support inclusive practice for children who attend unexpectedly. This does not ensure staff are equipped with the knowledge and information needed to meet children's needs.

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Leadership and governance Urgent improvement

Systems and oversight in place do not ensure that statutory responsibilities are met consistently for all children attending the setting.

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Leadership and governance Urgent improvement

While systems are in place for children who are registered with the club, leaders have not established effective arrangements for caring for children who they allow to attend temporarily when requested by the school. There are no clear systems or procedures to ensure that essential information is gathered, health needs are managed, additional needs are supported or children are collected safely for this group of children. Accurate records of attendance are also not in place. As a result, leaders have not ensured that safeguarding and welfare arrangements are effective for all children in their care.

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Leadership and governance Urgent improvement

Leaders have not ensured that staff receive sufficient guidance or training to manage these children safely and inclusively. Leaders do not routinely check how well agreed procedures are understood or followed, and they do not evaluate the impact of these weaknesses on children's safety and wellbeing.

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Leadership and governance Urgent improvement

Leaders do not consistently take effective action to improve practice where required, such as following significant incidents. They have not made sure that changes needed are monitored effectively to ensure that learning from any incident leads to improved and sustained practice over time.

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Compulsory Childcare Register requirements

This setting has not 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 not 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's experiences at this setting are inconsistent, and not all children feel as safe, secure or supported as they should. Some children attend who are not properly registered with the setting. For example, staff accept children from the school on an ad hoc basis, for instance if their parents are late to collect them. These children are cared for without staff holding essential information about their health, allergies, additional needs or family circumstances. This means children arrive without staff knowing how to keep them safe or meet their individual needs, which affects children's sense of security from the outset.

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

Children who attend unexpectedly often arrive unsure of where to go or what is expected of them. Routines and transitions are not always clearly explained, including at snack time, which can cause confusion and anxiety. Some children spend extended periods moving around the environment without purposeful interaction or support. When children become unsettled or overwhelmed, staff do not consistently recognise this or respond in ways that help children regulate their emotions and feel safe.

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

Children are offered snacks during sessions. However, for children handed over by the school, staff do not consistently know whether food is suitable or safe. This undermines children's welfare and places them at avoidable risk during everyday care routines.

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

In contrast, children who are registered with the club generally benefit from familiar staff, clearer routines and stronger relationships. These children tend to settle more quickly, understand expectations and engage more confidently with activities and peers.

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

Overall, children's experiences vary significantly depending on how they attend the provision. While some children enjoy a settled and supportive environment, others do not consistently feel safe, included or emotionally secure. Leaders recognise that improvement is needed to ensure all children experience the same level of care, protection and belonging.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare register and Ofsted intends to take enforcement action.

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Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date:

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setting and meet children's needs

record accurate information about all children attending the setting 05/01/2026

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Address:

Mossford Green Primary School Fairlop Road Ilford IG6 2EW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Kids in Charge (Making A Choice For A Better Future) Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:30

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About this inspection

The inspector spoke with leaders, staff, children and parents 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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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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