YPM Childcare Provider at Lark Hall

YPM Childcare Provider at Lark Hall

Unique reference number (URN): 2749340 Address: Lark Hall Primary School, Smedley Street, LONDON, SW4 6PH Type: Childcare on non-domestic premises Registered with Ofsted: 10/08/2023 Registers: EYR, CCR, VCR Registered person: Young People Matter 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 establish clear expectations for behaviour at the beginning of each session, sharing rules that promote respect, cooperation and safe play. Children generally respond positively and engage well in both structured and free-play activities. Staff build warm relationships and model supportive interactions, encouraging children to share resources, collaborate and take turns. For example, children play together well during outdoor games, such as ball activities and while using the bouncy castle. Younger children are reminded about safe climbing and supported to wait patiently for their turn.

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Behaviour, attitudes and establishing routines Expected standard

Leaders monitor attendance and follow up promptly when children who are expected do not attend, maintaining oversight of children's participation.

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Behaviour, attitudes and establishing routines Expected standard

Staff remind children not to run indoors and to hang coats away after use. Expectations are understood by most children. However, staff responses are not consistently applied across the team, and follow through after reminders varies. As a result, children occasionally continue to run indoors or leave belongings on the floor, indicating that expectations are not yet fully embedded in practice.

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Behaviour, attitudes and establishing routines Expected standard

Children are supported to reflect on their behaviour and are guided calmly during moments of excitement. While relationships are positive and children are generally cooperative, variability in how expectations are reinforced means that children do not always receive consistent messages about boundaries, particularly during transitions within the busy mixed- age provision.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported through attentive supervision and secure care routines. Staff position themselves effectively across the main hall and playground, offering guidance during climbing and ball games and ensuring children move safely between areas. Leaders are mindful of children's safety and welfare both within the setting and during outings, ensuring appropriate oversight and organisation so that children are cared for appropriately in all environments.

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Children's welfare and wellbeing Expected standard

Children with additional needs are cared for safely. Staff monitor lunches carefully to ensure dietary requirements are met and provide suitable alternatives where needed. Children are supported to understand healthy choices through conversations during mealtimes and cookery activities, helping them to develop awareness of healthy lifestyles.

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Children's welfare and wellbeing Expected standard

Warm, responsive relationships are evident. Staff sit with children at lunchtime, engage in meaningful conversations and support younger children to develop independence, such as peeling fruit and managing their belongings. Children approach staff confidently for reassurance and assistance, reflecting secure attachments. Staff support children to recognise and express their emotions during play and transitions, offering calm guidance when children become excited or need reassurance. While care practices are secure and relationships are positive, the consistent application of routines and agreed strategies for children with special educational needs and/or disabilities is not yet fully embedded across all staff. This means that, at times, children do not experience the same level of consistency in how their individual needs are supported, particularly during transitions in the busy mixed-age environment.

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Inclusion Expected standard

Leaders identify children's individual needs before attendance through detailed discussions with families and liaison with host schools and external professionals. Information about special educational needs and/or disabilities is shared with staff prior to each holiday club. This enables appropriate adjustments, such as adapting supervision arrangements and managing dietary requirements carefully during cookery sessions and mealtimes.

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Inclusion Expected standard

Leaders review children's experiences through ongoing dialogue with parents and carers, such as at the end of sessions, and reflection during staff meetings. Where support is in place, leaders consider whether strategies are helping children to participate confidently and make adjustments where necessary. Partnerships with social workers and foster carers support children known to social care, ensuring continuity of communication.

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Inclusion Expected standard

Staff typically demonstrate awareness of children's needs and include them in activities. However, while leaders clearly identify appropriate strategies, the consistent application of these agreed approaches is not yet fully embedded across all staff. This means that, at times, adaptations are not applied as precisely or consistently as intended, which can limit how effectively some children access and engage in activities. Leaders support disadvantaged families in a variety of ways, such as offering financial and nutritional help.

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Leadership and governance Expected standard

Leaders engage in regular self-evaluation, drawing on feedback from parents and carers, children and staff to inform decision-making and to shape future planning. This enables leaders to identify strengths and areas requiring further development and to take action. Staff training takes place frequently and includes supporting staff around health and safety, supporting children with special educational needs and/or disabilities (SEND) and reflective discussion of practice. Overall, staff demonstrate awareness of children's individual circumstances and contribute to a collaborative working environment. Staff report feeling supported and able to share ideas about improving provision.

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Leadership and governance Expected standard

Leaders work in partnership with external professionals and families to ensure children known to social care and those facing learning and wellbeing barriers receive coordinated support. Decisions such as offering financial support prioritise access for disadvantaged families.

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Leadership and governance Expected standard

Leaders have identified the need to strengthen consistency in how behaviour expectations are reinforced and how agreed strategies for children with SEND are implemented across the team. While monitoring systems and training structures are in place, these approaches are not yet consistently embedded in practice. As a result, the impact of these actions is not yet fully realised across all staff.

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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 arrive to a welcoming environment, where staff greet them warmly by name and help them settle quickly into the session. Children hang up their belongings and move confidently between the main hall, playground and activity spaces, showing that they feel

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Inspector:

Honufa Begum secure and familiar with routines. They readily approach staff to share ideas, ask questions or seek reassurance, reflecting trusting relationships.

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Inspector:

Children enjoy a broad range of activities that promote cooperation and enjoyment. In the construction area, children work together to build large structures, negotiating roles and sharing resources. Outdoors, they take turns on a bouncy castle and support each other during ball games. During cookery sessions, children follow instructions carefully and talk enthusiastically about the ingredients they are using. Staff sit alongside children at lunchtimes, engaging them in conversation about their day and encouraging independence as they peel fruit, open containers and tidy away rubbish. Younger children are guided carefully during climbing activities, with staff modelling safe movement and reminding them to wait for their turn.

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Inspector:

Children with special educational needs and/or disabilities participate alongside their peers. Leaders gather detailed information from families, support attendance and ensure staff are aware of individual needs. Children with additional needs are cared for safely, with meals monitored carefully to manage dietary requirements. Children known to social care benefit from close communication between leaders, families and professionals. Most children respond positively to expectations shared at the start of the session and collaborate well during activities. Overall, children are happy, secure and engaged. Positive relationships and structured routines support their wellbeing within this busy provision.

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Next steps

Leaders should support staff to embed consistent modelling and reinforcement of expectations for children's behaviour. Leaders should strengthen staff's knowledge and confidence in supporting children with special educational needs and/or disabilities, providing targeted training focused on adapting activities and implementing agreed strategies consistently.

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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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Address:

Lark Hall Primary School Smedley Street LONDON SW4 6PH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Young People Matter Ltd

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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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