Play Place After School Club Shirley

Play Place After School Club Shirley

Unique reference number (URN): 2750989 Address: The Forest Academy, Bridle Road, CROYDON, CR0 8HQ Type: Childcare on non-domestic premises Registered with Ofsted: 04/09/2023 Registers: EYR, CCR, VCR Registered person: Play Place Child Care Services 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

Leaders establish clear expectations that help children feel secure and behave positively. Children follow consistent processes, such as registering, organising their belongings and preparing for the session. Staff give timely reminders about expectations, for example, around hygiene, eating routines and safe movement between spaces. These predictable structures help children understand boundaries and move confidently through the session.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between staff and children are warm and respectful, which supports positive attitudes. Staff notice when children become upset or frustrated and respond calmly, helping them talk through feelings and resolve disagreements. Behaviour is generally managed promptly, with staff intervening as needed to support children in understanding expectations. As a result, children learn to manage conflict appropriately and show care towards one another.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff consider children's individual needs carefully when supporting behaviour. They prepare children for changes, adjust expectations where needed and provide reassurance during unsettled moments. These consistent approaches create a culture of kindness and respect, enabling children to remain settled, cooperative and ready to participate throughout the session. Leaders promote good attendance and punctuality by working closely with the school to monitor patterns and support families.

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Children's welfare and wellbeing Expected standard

Staff greet children warmly on arrival and create a welcoming atmosphere. They speak with them about their day to support emotional security and a smooth transition from school. Children settle quickly into the environment and access resources and activities independently. Staff show clear awareness of children's individual personalities, interests and developmental needs, enabling them to provide tailored support.

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Children's welfare and wellbeing Expected standard

Leaders and staff actively involve children in shaping the environment to support their wellbeing. For example, they consult children about what they would like to develop in the space, and children choose to create a snug area. Staff work alongside them to design and resource this space, which provides a calm place where children relax, regulate their emotions and step away from busy activities when needed.

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Children's welfare and wellbeing Expected standard

Children have regular opportunities for physical activity, including outdoor play on climbing equipment and space for active games. Flexible snack routines, such as choosing fruit during the session, encourage autonomy and support children in making healthy choices. Staff also encourage children to develop practical skills by supporting them to complete tasks independently, such as preparing fruit. They model and guide rather than doing tasks for them, and children show pride in their achievements. However, adult support during some mealtimes is variable, which occasionally reduces opportunities to promote calm social interactions.

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Inclusion Expected standard

Leaders promote an inclusive culture, where staff identify children's needs early through close observation and regular discussion. Leaders gather detailed information about children's behaviour, communication and emotional regulation, and work with families and school staff to build a clear picture of need. This proactive approach has enabled leaders to share evidence with schools and contribute to referrals, where needs were not previously recognised.

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Inclusion Expected standard

Leaders take practical steps to reduce barriers to children's wellbeing and participation. Staff use consistent strategies to support emotional regulation, including agreed signals that children can use to show when they need help, calm conversations at the child's level and breathing techniques to support self-control. They maintain predictable routines and prepare children carefully for changes that they may find difficult. Staff also adapt activities around children's interests, ensuring preferred resources remain available and incorporated into play so children remain engaged and confident within the group.

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Inclusion Expected standard

Leaders monitor the effectiveness of support through ongoing communication with staff, families and external professionals. Staff receive some relevant training to support inclusive practice and have identified further professional development around additional needs as a priority to strengthen their knowledge. This reflective and responsive approach helps ensure children facing social, emotional or developmental challenges remain fully included and able to benefit from the provision.

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Leadership and governance Expected standard

Leaders and those responsible for governance maintain clear oversight of the setting and prioritise children's welfare. Staff reflect on practice and identify areas for development, such as expanding group activities. Leaders support this reflective approach through regular supervision and termly staff meetings, where workload, practice and wellbeing are discussed in a confidential setting.

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Leadership and governance Expected standard

Leaders place sharp emphasis on staff wellbeing and maintain an open-door approach, encouraging staff to raise issues promptly. They monitor staff closely and provide additional support when pressures arise, helping staff feel valued and supported. Professional development is purposeful, including training and discussions about supporting children with special educational needs and/or disabilities (SEND). Staff have also identified that they would like to undertake further training to strengthen their practice in supporting children with SEND.

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Leadership and governance Expected standard

Partnership working is central to leadership. Staff maintain open communication with parents and carers, sharing information about routines, progress and strategies to support consistency between home and the club. Volunteer parent partnership champions guide families about local services, activities and holiday provision. Parents report high satisfaction, noting that children enjoy attending, engage positively and benefit from collaborative activities.

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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's wellbeing is at the heart of this warm and nurturing club. Leaders and staff have established routines and spaces, where children can relax and make meaningful choices about how they spend their time. Children show that they feel extremely comfortable as they arrive. They quickly settle, confidently selecting from the wide range of engaging resources available. Some remove their shoes and sit together on the carpet, chatting happily with friends as they unwind after the school day.

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Inspector:

Jenny Selvakumaran Staff ensure that activities reflect children's interests and preferences. For example, construction materials are available daily because staff recognise that many children enjoy building and that some children with special educational needs and/or disabilities use this type of play to help regulate their emotions. Children create elaborate models and can leave them safely so they can return later and display them to their peers. This helps them feel proud of their achievements and strengthens their sense of belonging within the club. As a result, children are very happy and settled, and parents report that they are often reluctant to leave at the end of the session.

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Inspector:

Children benefit from ample opportunities to be creative and independent. They confidently help themselves to a wide range of craft and junk-modelling materials and follow their own ideas with enthusiasm. For example, children decide to make detailed pictures using string, eyes and recycled materials, experimenting with different ways to attach and arrange them. They concentrate for sustained periods, talk excitedly about their designs and show satisfaction as they complete their creations.

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Inspector:

Staff foster a strong sense of community. Children of different ages play together harmoniously, with older children naturally supporting younger ones, explaining rules of games and encouraging them to join in. Consequently, children develop positive friendships, grow in confidence and thrive in this inclusive and welcoming environment.

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Next steps

Leaders should consider ways to enhance the organisation of mealtime routines to allow children to benefit from calm, well-supported social interactions. Leaders should further develop staff professional development in supporting children with special educational needs and/or disabilities (SEND), so that staff further develop their confidence and knowledge in meeting a wide range of needs.

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About this inspection

The inspector spoke with leaders, staff, parents 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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Address:

The Forest Academy Bridle Road CROYDON CR0 8HQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Play Place Child Care Services Limited

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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