Allsorts After School Club

Allsorts After School Club

Unique reference number (URN): 147494 Address: Community Centre, 48-50 Victoria Road, BARNET, Hertfordshire, EN4 9PF Type: Childcare on non-domestic premises Registered with Ofsted: 10/04/1995 Registers: EYR, CCR, VCR Registered person: New Barnet Community Association

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Inclusion Strong standard

Children benefit from a highly inclusive and supportive environment. Staff know children and families very well and respond proactively to individual needs. Leaders identify barriers early through discussion with families, observations and partnership working. Children with special educational needs and/or disabilities and those from disadvantaged backgrounds, are supported to access a wide range of opportunities.

p.2

Inclusion Strong standard

Leaders prioritise training to strengthen staff knowledge of inclusive practice. This enables practitioners to adapt activities, environments and interactions so all children can participate meaningfully. Funding is used effectively to enhance opportunities for children who may have limited outdoor access, including those living in flats. The club supports children to access fresh air and exercise, and flexible arrangements support regular attendance.

p.2

Inclusion Strong standard

Leaders champion partnership working. They collaborate with the local authority, school staff and parents to coordinate support and ensure consistency in children's experiences. Leaders review the impact of support and make adjustments where needed. For example, staff identified that the room could become busy and noisy at peak times. In response, they introduced sensory dens and calming resources to create quiet spaces. These adaptations help children regulate emotions, feel secure and remain engaged in play. Children feel welcomed, respected and included in all aspects of the club. Experiences are tailored to their needs, supporting their wellbeing and participation.

p.2

Inclusion Strong standard

Leaders and staff remain committed to inclusive access. A flexible booking system supports diverse family needs, which helps children attend regularly and benefit from the care and development opportunities provided.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive behaviour. This begins from the moment they are collected from school. Older children confidently support younger children by holding hands as they walk to the club. Staff engage younger children in counting games while waiting, helping them remain focused and calm. Children show a clear understanding of established safety routines. Leaders have established consistent expectations for behaviour that are understood by staff and children. Staff model respectful interactions and adapt support in line with children's ages and stages of development. Staff support children to build positive relationships. On arrival, children place belongings away neatly and tidy resources after play. They are polite, respectful and considerate of others. Staff reinforce kindness through club rules and by guiding positive interactions.

p.2

Behaviour, attitudes and establishing routines Expected standard

When disagreements arise, staff intervene promptly and sensitively to help children resolve conflict and regulate emotions. This prevents escalation and helps children feel safe. However, some children still rely on adult support to manage feelings and disagreements. Leaders recognise this and are developing strategies to strengthen children's independence in emotional regulation and peer negotiation.

p.2

Behaviour, attitudes and establishing routines Expected standard

The club promotes punctuality and attendance. Leaders monitor attendance patterns and address emerging gaps quickly. Staff communicate daily with parents and the school to support smooth transitions. This collaborative approach ensures children settle well and benefit from consistent routines.

p.3

Children's welfare and wellbeing Expected standard

Children build secure relationships with their key person. Staff are attuned to children's individual needs and respond sensitively. For example, staff recognise when children require quiet time to regulate emotions. They offer reassurance and calm support, helping children to feel safe and emotionally secure.

p.3

Children's welfare and wellbeing Expected standard

Staff encourage children to make choices in their play and when selecting snacks, promoting decision-making skills and confidence. Children benefit from consistent routines that support their wellbeing and sense of security. Staff promote healthy lifestyles through the provision of nutritious snacks and by reinforcing good hygiene practices. However, opportunities within daily routines, such as snack times, cooking activities and handwashing, are not always used purposefully to help children understand why healthy practices are important. This means children's deeper understanding of making healthy choices is not consistently embedded.

p.3

Children's welfare and wellbeing Expected standard

Staff promote children's safety well. They remind children about safe indoor play and support them to understand how to stay safe online through age-appropriate discussions. Care practices reflect children's individual requirements. Staff respond to dietary needs and preferences, ensuring all children can participate fully in snack and cooking experiences. Overall, children's welfare and wellbeing are supported through attentive care, responsive relationships and health promoting routines. Children feel secure, develop confidence and are supported to thrive.

p.3

Leadership and governance Expected standard

Leaders demonstrate a secure understanding of the setting's context. They know the club's strengths and identify areas for further development. Leaders gather the views of parents, staff and children to inform improvement decisions. For example, they adapt resources and activities to meet the needs of different age groups, ensuring provision remains accessible for all children, including those with special educational needs and/or disabilities and those who face barriers to learning. Leaders monitor practice and review provision regularly to evaluate the impact of these changes on children's experiences and engagement.

p.3

Leadership and governance Expected standard

Leaders, including those responsible for governance and oversight, maintain systems to review the quality of provision and ensure statutory requirements are met. Staff benefit from professional development opportunities. Leaders explain that shadowing enables staff to observe effective interactions, behaviour strategies and how staff extend learning through play. Guidance is also provided on supporting emotional wellbeing. Leaders prioritise staff wellbeing through regular check ins. Partnership working is well established, with leaders engaging positively with parents and school staff to support continuity in children's care and development. Overall, leadership decisions are reflective and focused on improving outcomes for children.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children experience a provision that reflects leaders' secure understanding of the setting and its context. They benefit from activities and resources that are thoughtfully adapted to meet their differing ages, needs and interests. As a result, children, including those with special educational needs and/or disabilities (SEND) and those who face barriers to their learning, are able to access the provision and take part alongside their peers. Children's views are listened to and considered, which helps them feel valued and included in the life of the club. This contributes to their confidence, engagement and sense of belonging. Leaders regularly review practice and provision, ensuring that children's experiences remain responsive and continue to support their participation and enjoyment.

p.5

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

Staff benefit from professional development opportunities that enhance their knowledge and ability to support children. Leaders, including those responsible for governance and oversight, maintain clear systems to review the quality of provision and ensure statutory requirements are met. Staff benefit from professional development that enhances their overall understanding of how to support children's emotional development. Recent training in emotion coaching has strengthened staff practice. Staff sensitively support children to recognise, express and manage their feelings, using consistent language and modelling appropriate responses. They introduce simple strategies, such as breathing techniques and access to quiet, calming spaces, which help children begin to regulate their emotions. This supports children to develop emotional security and increasing awareness of their feelings, although opportunities for them to resolve conflicts independently are still developing.

p.5

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

Leaders also prioritise staff wellbeing. Regular check ins and professional discussions ensure staff feel valued and supported, contributing to positive morale, reflective practice and consistency of care.

p.5

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

Children benefit from well-established partnerships between leaders, parents and school staff. This helps to provide a consistent approach to their care and supports continuity in their experiences across the day. Information is shared regularly, ensuring that children's individual needs are understood and met consistently. Children feel secure, supported and confident in the setting. Parents speak positively about the care their children receive and the close relationships staff build with them. Leaders use this shared understanding to make informed and reflective decisions that continue to enhance children's experiences and support their ongoing development.

p.5

Next steps

Leaders should support staff to strengthen strategies that help children manage conflicts on their own with increasing independence. Leaders should help staff to use opportunities during routines to support children's understanding of healthy habits.

p.5

Address:

Community Centre 48-50 Victoria Road BARNET Hertfordshire EN4 9PF

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: New Barnet Community Association

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 03:00 - 18:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

About this inspection

The inspector spoke with leaders, staff, children and parents during the inspection.

p.6

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.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8