KG Doodles @ Macaulay CofE Primary School

KG Doodles @ Macaulay CofE Primary School

Unique reference number (URN): 2749373 Address: Macaulay C Of E Primary School, Victoria Rise, London, SW4 0NU Type: Childcare on non-domestic premises Registered with Ofsted: 10/08/2023 Registers: EYR, CCR, VCR Registered person: KG Doodles 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

Leaders create a welcoming environment, where children learn to treat each other with respect. Staff help children to take turns, share resources and work together. They share their expectations with all children, including those with special educational needs and/or disabilities, using simple language, visual prompts and modelling. For example, while children make pizzas for their snack, staff remind them to wait their turn and not take all the ingredients, so everyone has enough. They show children how to ask politely when they want items passed to them. Staff also use strategies, such as clapping, to get children's attention and support smooth transitions.

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Behaviour, attitudes and establishing routines Expected standard

Staff generally manage children's behaviour calmly and provide reassurance. They praise children when they follow expectations and make considerate choices. Children help to create rules for the club, which gives them a sense of ownership and understanding. However, staff do not respond consistently to low-level disruptions, such as children shouting out or calling out, which can sometimes distract children's engagement in the group.

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Behaviour, attitudes and establishing routines Expected standard

Staff encourage children to engage in cooperative play and activities, such as group games. They know children well and have secure relationships with them. Staff help children to build social skills and positive relationships with their peers.

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Children's welfare and wellbeing Expected standard

Staff chat to children about their day when they collect them from the classroom and find out how they are feeling. They offer reassurance, helping children to feel understood, valued and secure. Staff promote children's independence throughout the session. They encourage children to manage their care needs and wash their hands independently. Children help tidy up and clear their plates after snacks. Staff provide gentle reminders and guidance, enabling children to develop confidence and practical life skills.

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Children's welfare and wellbeing Expected standard

Children with special educational needs and/or disabilities (SEND) and those known to children's social care receive tailored support. Staff use a key-person system to ensure that all children feel confident to share their needs and take part alongside their peers. They work closely with families and schools to meet children's personal care needs and help children with SEND learn to use the toilet independently. Staff also adapt activities and provide support so children can join in successfully, helping them to feel included.

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Children's welfare and wellbeing Expected standard

Staff support children's healthy eating and physical development. While making pizzas, children choose their own toppings and learn to prepare a nutritious snack. Staff offer children active play through indoor team games, which children enjoy. However, opportunities for physical activity are sometimes scheduled late in the session. This reduces opportunities for children who need movement earlier.

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Inclusion Expected standard

Staff know children well and adapt their support to meet individual needs. They use visual timetables, picture cards and clear prompts to support children with communication delays or emerging skills. These routines and choices help children to understand expectations, reduce frustration and participate confidently in activities. As a result, children feel understood and valued.

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Inclusion Expected standard

Staff work closely with parents and carers and school staff to reduce barriers to children's participation and wellbeing. They share information regularly, review progress and agree consistent strategies. Staff adjust routines around communication, behaviour and personal care based on professional advice and family insight. This joined-up approach helps children to settle and feel supported. Staff include and support children who are known to children's social care alongside their peers. They provide reassurance, attention and opportunities so children can participate fully in activities. This ensures that these children feel safe, valued and able to engage confidently.

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Inclusion Expected standard

Leaders know how to use additional funding for targeted support, such as enhancing staff ratios to support children. They have identified that staff would benefit from further training to support children with special educational needs and/or disabilities, including Makaton courses, to boost staff's confidence and apply strategies consistently across all sessions.

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Leadership and governance Expected standard

Leaders support staff well and promote a collaborative team culture. Staff speak positively about working at the setting and describe feeling supported in their roles. Monthly staff meetings, alongside daily briefings and debriefings, provide regular opportunities for leaders to share updates, review children's needs and address any issues that arise. This helps staff to feel listened to and supports a shared understanding of practice.

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Leadership and governance Expected standard

Leaders understand the setting's strengths and take a reflective approach to improvement. They regularly evaluate practice and consider feedback from staff, parents and carers and external guidance. For example, leaders have identified additional professional development, including further external training, to help strengthen staff's confidence and practice further. Leaders use this reflection to plan training opportunities that support staff development and improve outcomes for children. Staff complete a range of online and in- house training, which supports their day-to-day practice.

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Leadership and governance Expected standard

Leaders consider staff wellbeing and workload when making decisions, which helps maintain a stable and committed team. They work closely with families and schools to ensure that children's needs are met, including those who face additional barriers. This demonstrates leaders' commitment to providing safe, responsive and inclusive care for all children.

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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 the after-school club as a relaxed and welcoming place, where they can unwind after a busy school day. They feel safe and supported by staff, who know them well and respond sensitively to their needs. Children settle quickly and benefit from having a choice over how they spend their time. This helps children to feel in control, calm and ready to enjoy the session.

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

Children take part in a range of engaging activities that motivate them to have a go and persevere. For example, during creative tasks, such as making bird feeders, children scoop

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About this setting

Unique reference number (URN): 2749373 out oranges, use scissors and ribbons and talk together about birds. Staff support children to use resources safely and remind them to take turns and share so that everyone can join in. Children with special educational needs and/or disabilities are fully included. Staff adapt their support and allow children to engage at their own pace. This helps children to feel valued and confident to participate alongside their peers.

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About this setting

Children choose freely from other activities, such as reading books, building with construction toys, playing games or drawing. Staff respond positively to children's requests and provide resources promptly. This helps children to remain engaged and focused on what interests them most. This flexibility allows children to relax, sustain their concentration and enjoy their time in a way that suits them.

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About this setting

Throughout the session, staff generally promote positive social behaviour through calm reminders. Staff support children to listen to one another, use good manners and cooperate during shared activities. As a result, children feel included, build positive relationships and leave the club feeling happy and settled.

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Next steps

Leaders should strengthen staff's understanding of behaviour management so that children consistently learn to regulate their behaviour and make positive choices. Leaders should review the timing of physical play opportunities so that all children can take part and benefit from active activities during the session.

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About this inspection

The inspector spoke with leaders, staff, children and families 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:

Macaulay C Of E Primary School Victoria Rise London SW4 0NU

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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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