Kids In Charge

Kids In Charge

Unique reference number (URN): 2748923 Address: Nightingale Primary School, Ashbourne Avenue, London, E18 1PL Type: Childcare on non-domestic premises Registered with Ofsted: 05/09/2023 Registers: EYR, CCR, VCR Registered person: Kids in Charge (Making A Choice For A Better Future) 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 at the holiday club show consistently positive attitudes to play, learning and new experiences. They arrive enthusiastically and settle quickly, supported by warm, trusting relationships with staff. Clear and consistent behaviour expectations help children feel secure. Staff take time to talk with children, helping them understand routines, make positive choices and feel respected. Instructions are delivered calmly and encouragement is used effectively to promote confidence and cooperation. Leaders promote the importance of good attendance and punctuality, following up any unexplained absences promptly.

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Behaviour, attitudes and establishing routines Expected standard

Generally, children demonstrate a clear understanding of rules and boundaries. Staff respond sensitively to any behavioural challenges, guiding children to reflect and re-join activities quickly following any disagreements. Overall, the holiday club provides a safe and supportive environment for children.

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Behaviour, attitudes and establishing routines Expected standard

Children settle into activities with ease and benefit from a varied programme that includes creative projects, science-based exploration, role play and physical play. However, the room layout sometimes limits children's ability to fully test out their ideas. For instance, when creating paper plate frisbees, due to insufficient space, children are unable to fully try out their ideas and see how well they work.

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Children's welfare and wellbeing Expected standard

Children demonstrate positive behaviour and attitudes throughout the session. They separate confidently from their parents and settle quickly into activities. Children demonstrate confidence as they follow familiar daily routines. They are supported to take responsibility for their belongings when they arrive, which promotes independence and reinforces clear expectations. Routines such as handwashing, snack time and tidy-up time are generally well embedded, with children responding promptly and confidently. Throughout the day, they learn about healthy eating and the impact of food choices, helping them develop positive habits that support their long-term health and wellbeing.

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Children's welfare and wellbeing Expected standard

Warm, familiar interactions between staff and children create an atmosphere where children respond well to instructions and engage confidently in both free-flow and adult-led activities. Transitions are well managed; rhythmic clapping signals changes in routine, and children follow these cues calmly.

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Children's welfare and wellbeing Expected standard

Children remain focused during activities, showing concentration and seeking help appropriately. They enjoy role play, construction, science-based projects and physical play, all of which promote cooperation and problem-solving. Overall, children display positive attitudes and a secure understanding of expectations.

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Inclusion Expected standard

The setting promotes an inclusive environment, where children are supported to participate fully and confidently. Leaders are committed to welcoming all children, adapting provision effectively for children who require additional support and for those who face barriers to access. Using information gathered from parents and carers, staff provide tailored support that helps children with special educational needs and/or disabilities feel understood and included. Children separate from their parents with ease, helped by thoughtful transition strategies, such as offering familiar toys to provide comfort and reassurance.

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Inclusion Expected standard

A calm and friendly atmosphere is evident throughout the day. Staff model positive behaviour and celebrate children's efforts, when they respond to support helping them to develop social skills. Clear strategies are used effectively to guide children who need additional help to manage their feelings and behaviour.

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Inclusion Expected standard

Parents value the way staff support their children's individual needs. They appreciate the sensitive approach taken to welcoming them to the holiday club and state that their children settle quickly, feel comfortable in the environment and look forward to attending.

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Leadership and governance Expected standard

Leadership and governance are developing positively, with a renewed focus on strengthening practice across the setting. Although recent changes in ownership created a period of uncertainty, the appointment of a new director, alongside the continuity provided by the long standing manager, has brought much needed stability and clearer strategic direction.

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Leadership and governance Expected standard

Leaders work closely with the local authority development officer to review provision and identify areas for improvement. Through this partnership, the setting has introduced adaptations to better meet the needs of all children, including those with additional needs and barriers to learning. Leaders also gather children's views monthly to shape planning and ensure activities reflect their interests.

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Leadership and governance Expected standard

Ongoing training and regular supervision meetings support staff development and contribute to continuous improvement in practice. For example, increasing staff confidence and skills in supporting children's emotional wellbeing and behaviour by accessing behaviour management training.

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Leadership and governance Expected standard

Leaders have clear systems in place to monitor staff performance and identify professional development needs. Staff progression is well planned, with structured opportunities to access higher level training. This ensures a knowledgeable, confident team that consistently enhances the quality of provision.

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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 a warm, nurturing and well-organised environment, where their welfare, confidence and enjoyment are prioritised. They arrive eager to take part, separate from parents with ease and settle quickly into calm, purposeful play. Children choose from a wide range of age-appropriate activities, including creative tasks, small world play, construction, role play and science based exploration. Mealtimes provide valuable opportunities to support children's understanding of healthy eating and modelling expected behaviours. Through thoughtful conversations, adults facilitate a space where children listen attentively

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About this setting

Unique reference number (URN): 2748923 to each other as they discuss the importance of eating well and consider which foods are healthy for them. These discussions help children build positive habits that support their long-term health and develop social skills that enable them to communicate confidently, cooperate with others and take part in shared routines with increasing independence.

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About this setting

Routines are clear and predictable, with clear signals to support transitions. Children respond calmly, moving confidently between activities and self-care routines. They are well informed about the day's plans, which supports their emotional security and sense of belonging. Children understand the rules and can explain why they matter, such as walking indoors to keep everyone safe. Staff manage behaviour sensitively, helping children reflect on their actions and understand the feelings of others, enabling them to reintegrate quickly into play.

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About this setting

Children cooperate well, building paper volcanoes, reading together and engaging in physical play. They remain focused, make choices throughout the day and enjoy a variety of resources and activities that promote independence, social skills and wellbeing.

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Next steps

Leaders should review the layout of resources so children have the space to test out their ideas and further explore how things work, giving them more opportunities to investigate and experiment.

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About this inspection

The inspector spoke with the nominated individual, who is the setting manager, 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:

Nightingale Primary School Ashbourne Avenue London E18 1PL

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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 : 07:30 - 06:30

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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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