Simply~play @ Christ Church

Simply~play @ Christ Church

Unique reference number (URN): EY543536 Address: Christ Church School, 45 Commerell Street, London, SE10 0DZ Type: Childcare on non-domestic premises Registered with Ofsted: 19/06/2017 Registers: EYR, CCR, VCR Registered person: MJS Simply-Play 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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Behaviour, attitudes and establishing routines Expected standard

Staff build positive, trusting relationships with children. This helps them to feel settled, secure and confident within the environment. Children confidently share how their day has been and seek out staff and peers to greet them. Children consistently show positive behaviour and a constructive attitude towards their play across the setting. They engage confidently in independent and group activities, demonstrating curiosity, a willingness to take part and a consideration for others. Children follow routines well and respond positively to staff's guidance. This helps to maintain a calm and purposeful environment.

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Behaviour, attitudes and establishing routines Expected standard

Staff use a range of inclusive strategies to ensure that all children, including those with special educational needs and/or disabilities (SEND) and those facing other barriers, can access the setting successfully. This includes adapting routines and the environment to reduce barriers. Staff use visual resources and clear and simple instructions to support children's understanding and independence.

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Behaviour, attitudes and establishing routines Expected standard

Staff actively promote positive attendance and punctuality by maintaining consistent routines and communicating with families. This ensures that children feel welcome and settled on arrival. Older children who attend the base school are trusted to come to the club independently from their classroom. They learn the expectations clearly, and procedures are in place to follow up if children do not arrive at the expected time. This approach promotes older children's responsibility and independence. This prepares them for the increased expectations they will encounter at secondary school.

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Behaviour, attitudes and establishing routines Expected standard

When challenges arise, such as unexpected changes to the routine, staff support children effectively by helping children to regulate their emotions, make appropriate choices and stay engaged. As a result, children demonstrate developing self-control and cooperation. This means they feel secure, motivated and ready to participate fully in the activities provided.

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Children's welfare and wellbeing Expected standard

Children are settled, secure and confident within the setting. They build warm and trusting relationships with staff. Children interact positively with their peers, engaging in cooperative and social play. They readily seek reassurance or support, when required, and staff respond with consistent emotional guidance. This calm and nurturing approach enables children to feel safe expressing their needs and preferences, contributing to a deep sense of security and belonging.

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Children's welfare and wellbeing Expected standard

Staff promote children's wellbeing effectively through sensitive and responsive interactions. They remain alert to children's cues, offering comfort, encouragement or space, according to children's individual needs. Staff identify children with special educational needs and/or disabilities (SEND) promptly. They put tailored strategies in place to ensure that they are fully included and able to access all aspects of the provision. Leaders work in partnership with families and external professionals to provide personalised support that meets each child's specific requirements. Through daily routines and purposeful play, children develop independence, resilience and key social skills, such as turn-taking and problem-solving. These experiences strengthen their confidence and ability to regulate their emotions. However, routines are not consistently embedded. This results in children sometimes struggling to manage transitions and

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Children's welfare and wellbeing Expected standard

understanding the behaviours expected of them. Staff prioritise children's physical and emotional needs, providing healthy snacks, opportunities for rest and regular active play. The well-organised environment promotes exploration, cooperation and creativity. This enables all children, including those with SEND, to make choices and engage meaningfully throughout the session.

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Inclusion Expected standard

Leaders promote an inclusive ethos, where every child is recognised as individual with unique needs, interests and abilities. Staff complete training to strengthen their ability to support children with special educational needs and/or disabilities effectively. They take time to build positive relationships with children and implement purposeful strategies to ensure that all children, including those who require additional support, can participate fully and thrive. Children benefit from a wide range of engaging and enriching activities and experiences. For example, staff provide opportunities for children to cook with peers to help them to develop new skills and form friendships.

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Inclusion Expected standard

Support for children with special educational needs and/or disabilities is consistently integrated into daily practice, ensuring positive outcomes for all children. The setting assists families by directing them to appropriate agencies or resources to further support each child's development and wellbeing. A clear commitment to inclusion ensures that children have positive experiences and families feel well supported. Staff liaise effectively with teachers from the on-site school to ensure shared approaches are implemented, promoting consistent support that meets children's needs.

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Inclusion Expected standard

The setting demonstrates a positive approach to partnership working. Leaders have positive communication with other agencies and the base school. This shows that multi-agency practice is embedded within the setting. Discussions with leaders show that they are reflective and open to challenge. They demonstrate a proactive approach to strengthening relationships, including arranging meetings with local schools and seeking support from the local authority to enhance continuity. These actions reflect a clear commitment to improving consistency in information-sharing. This approach ensures that all children experience smooth transitions and greater continuity of care. It also supports earlier identification of children's emerging needs, helping to secure better outcomes for children.

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Leadership and governance Expected standard

Leadership within the setting is supportive, reflective and responsive to the individual needs of staff. There is clear evidence of a focus on staff's wellbeing and emotional safety. Leaders create an environment, where staff feel confident to communicate openly. Tailored support for staff demonstrates inclusive practice and a commitment to ensuring all staff can meet expectations, regardless of their starting point. This nurturing approach builds staff's confidence, strengthens the quality of interactions with children and promotes consistent safeguarding awareness across the team. There is a positive culture of professional accountability. Regular meetings, clear expectations and consistent managerial visibility contribute to effective practice across the provision. Planned developments to enhance parental engagement, such as workshops, reflect forward thinking leadership and a commitment to strengthening partnerships with

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Leadership and governance Expected standard

Leaders demonstrate a commitment to ongoing professional development by ensuring that staff's knowledge remains current in key areas, including supporting children with special educational needs and/or disabilities and safeguarding. They achieve this through targeted training and purposeful staff meetings. Leaders model reflective practice and strive for continued improvements to further support children and families. Regular reviews of staff's practice enable the identification of strengths and areas for development.

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Leadership and governance Expected standard

Leaders work effectively with the base school and understand the needs of the local community. They collaborate with parents and carers and teachers to support children's wellbeing and ensure that support is tailored to the individual needs of the children. However, leaders have not yet developed sufficiently positive relationships with the other schools attended by children, which limits the consistency of approaches used to meet their individual needs.

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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 settle quickly into the setting, arriving with enthusiasm and a clear eagerness to engage with both their peers and the staff team. They greet adults with confidence and take responsibility for managing their belongings independently. Staff communicate the day's activities effectively, helping children to understand any changes to the routine. Children display a positive sense of belonging within the setting. They show that they feel secure, well supported and confident in their environment.

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

Children show good levels of involvement in their play. Staff know children well and use this knowledge to motivate them and support positive interactions and experiences. Children with special educational needs and/or disabilities are well supported. Staff thoughtfully adapt activities to meet each child's individual needs and abilities. Effective communication within the team ensures that all staff understand each child's requirements and how best to support them.

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

Staff build positive and trusting relationships with children, interacting with warmth and respect at all times. They spark children's curiosity. Staff offer calm and nurturing reassurance, particularly to those who are new or unsettled in the provision. This helps children to settle quickly and feel safe. Children enjoy a wide range of activities, including physical games, arts and crafts and cooking. Staff thoughtfully choose many of these experiences to support children's social skills, cooperation, turn-taking and understanding of simple rules. As a result, children grow in confidence and overall wellbeing. They participate enthusiastically and proudly demonstrate the new skills they are developing.

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Address:

Christ Church School 45 Commerell Street London SE10 0DZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: MJS Simply-Play Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:15,Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 18:15

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Next steps

Staff should embed greater consistency in daily routines to help children feel secure, understand expectations and transition more smoothly between activities. Leaders should strengthen partnerships with schools to enhance information-sharing and ensure that children receive consistent and well-coordinated support across all settings.

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About this inspection

The inspector spoke with leaders, staff 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.

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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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