AllKidsCan @ Wyborne Primary School

AllKidsCan @ Wyborne Primary School

Unique reference number (URN): 2586557 Address: Wyborne Primary School, Footscray Road, New Eltham, London, SE9 2EH Type: Childcare on non-domestic premises Registered with Ofsted: 27/04/2020 Registers: EYR, CCR, VCR Registered person: All Kids Can 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

Children arrive at the club happy and ready to take part in the daily activities. They engage quickly in a range of sporting and fitness activities. Staff set clear and consistent rules and children, overall, understand what is expected of them. They follow routines well. They move between areas calmly, put their belongings away and sit down for snack without prompting. Staff consider children's age and stage of development, adjusting games and activities accordingly. For example, during an outdoor activity, staff ensure that the rules and expectations are adjusted to accommodate all ages and abilities at the club. Leaders and staff should share key information with schools and professionals, so children with special educational needs and/or disabilities experience a more consistent approach to supporting their behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Children typically show good behaviour skills throughout the session. Older children support younger ones during activities. They show empathy and include others. Most children play in small groups. They respect personal space and respond well to boundaries. When children struggle in organised games, staff step in promptly and guide them. Staff use calm and direct support to help children manage their emotions and interactions. Children take on small responsibilities that help everyone feel included and safe. These tasks strengthen routines and promote positive behaviour. Staff build warm and trusting relationships with all children. They listen, offer reassurance and help children solve minor disagreements. They encourage children to compromise and negotiate.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff monitor attendance closely. They follow clear steps when they identify concerns. They work with families to ensure children attend regularly and settle into routines. Children benefit from a well-organised environment that promotes positive behaviour and secure habits.

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Children's welfare and wellbeing Expected standard

Children learn how to keep themselves safe. Staff set clear rules and explain how these protect children from harm. Children take part in a wide range of physical activities. They know how movement affects their bodies. They understand the importance of staying fit and healthy. They follow rules so everyone can join in safely. Children bring their own snacks, water and lunch. Staff supervise them closely during snack time. They remind children to sit while they eat and not run around. Sometimes, children forget and do not listen straight away. Staff give calm, gentle reminders to help them follow expectations.

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Children's welfare and wellbeing Expected standard

Staff build strong relationships with children. They spend time getting to know new starters and learning their interests. Staff encourage open conversations. Children share their feelings because staff listen carefully and respond with kindness. This helps children feel safe and valued.

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Children's welfare and wellbeing Expected standard

Staff meet the needs of all children well. They provide effective support for children with special educational needs and/or disabilities. Staff explain differences clearly and respectfully. Children learn why some peers may need a quiet space, extra time or additional support. They show empathy and adjust their behaviour. This creates a nurturing and supportive environment, where children feel understood and confident.

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Inclusion Expected standard

Staff and leaders set high expectations for every child. They work in close partnership with families to gain a clear and accurate understanding of each child's emerging needs. Staff and leaders use their skills and up-to-date knowledge to remove barriers to participation, completing regular and relevant training to keep their practice current. They adapt their interactions and apply creative, inclusive strategies to support children with special educational needs and/or disabilities (SEND). As a result, children feel valued, included and confident to engage positively in all activities offered at the setting.

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Inclusion Expected standard

Staff and leaders continually assess and review children's needs to ensure children with SEND receive the right level of support at the right time. They adjust provision to promote progress and wellbeing. Moving forward, leaders and staff should strengthen their relationships with local schools and other professionals, who work with the children. By seeking to understand and mirror the behaviour strategies used in these settings, they can provide children with greater consistency. This consistent approach will help staff to support children with SEND even more successfully.

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Leadership and governance Expected standard

Leaders oversee the club effectively. They organise staffing, supervision and routines to protect children's safety and wellbeing. They provide clear guidance and training to support behaviour, consistent routines and inclusive practice. Leaders monitor attendance and ratios closely. They respond quickly when operational issues arise.

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Leadership and governance Expected standard

Leaders have an accurate view of the club's strengths. They recognise the positive relationships between staff and children. They value the calm routines and the strong inclusive culture. Leaders work well with parents and the host school. Leaders now need to build on communication with external professionals and neighbouring schools that support children with special educational needs and/or disabilities. They should ensure that agreed strategies are shared clearly and followed during daily practice. Leaders keep families informed about activities and events. This builds trust and supports continuity of care.

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Leadership and governance Expected standard

Leaders reflect on their practice. They identify where improvements are needed. They know that the quality of staff interactions during child-led and outdoor play is consistent. Leaders consider staff workload and wellbeing when planning changes. Their approach helps the club run smoothly and supports a positive environment for children and 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 feel happy and confident, when they attend this holiday club. They arrive with enthusiasm and head straight into play. Staff greet each child warmly. This helps children feel welcome and valued from the moment they step through the door. Children know the routines well. They hang up their coats and bags independently and settle quickly. They can choose activities that interest them and begin playing straight away.

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

Children, including those with special educational needs and/or disabilities, enjoy a wide range of sporting and fitness activities that reflect their interests. Staff listen carefully to what

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About this setting

Unique reference number (URN): 2586557 children like and plan sessions that excite and challenge them. Children eagerly try new experiences. They show curiosity and energy throughout the day. Sport and fitness feature strongly here. Children enjoy team games and organised sports. They show determination and pride as they practise new skills. Free play is also important. Children run, climb and explore the outdoor space. They invent games together and cooperate well.

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About this setting

Relationships between children are positive. Older children often support younger ones. They show kindness and patience. Children treat each other with respect. They take turns, share equipment and help one another. They also behave courteously towards adults. They enjoy the responsibilities they are given and take them seriously. Children build warm and trusting relationships with staff. They chat openly about home life and share their thoughts and ideas. Staff always make time to listen. They offer reassurance and create a safe space, where children can talk about any worries. Children know staff will look after them and keep them safe. As a result, children thrive in this calm and friendly environment. They feel secure, included and proud of what they can do and the friends they have made.

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Next steps

Leaders should strengthen links with schools that children attend to develop a shared approach to supporting children's behaviour, particularly for children with special educational needs and/or disabilities. Leaders should ensure that staff support children more consistently to follow safer eating guidance.

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About this inspection

The inspector spoke with the nominated individual, 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:

Wyborne Primary School Footscray Road New Eltham London SE9 2EH

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 03:00

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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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