Beams of Light

Beams of Light

Unique reference number (URN): 2751573 Address: Merlin School, 4 Carlton Drive, London, SW15 2BZ Type: Childcare on non-domestic premises Registered with Ofsted: 09/10/2023 Registers: EYR, CCR, VCR Registered person: Pillay, Anita

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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 Strong standard

Leaders embed highly effective routines that have a demonstrable impact on children's attitudes, confidence and independence. Children show a secure and consistent understanding of the expectations and rules. For example, they move around the space safely and follow adult instructions swiftly.

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Behaviour, attitudes and establishing routines Strong standard

A culture of kindness is deeply embedded and routinely modelled by leaders and staff. This results in children conveying highly positive social skills, including respect, cooperation and empathy. They share resources without prompting and manage turn-taking calmly and fairly. For instance, children wait patiently for their turn during a role-play activity of constructing a healthy sandwich, showing self-regulation and an understanding of fairness. This reflects leaders' success in creating an environment where effective social behaviour is the norm and children's personal development is incessantly well supported.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between staff and children are highly effective, creating a nurturing environment where children feel secure, valued and ready to engage. Children show high levels of trust and emotional security, confidently seeking reassurance, sharing their ideas and interacting positively with adults. Leaders have robust systems in place to monitor children's attendance and punctuality. This helps to promote children's safety.

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Children's welfare and wellbeing Expected standard

Children move smoothly from the school day into the out-of-school club and are eager to start playing with their friends. They appear confident and settled and clearly enjoy their time at the club. Children relish playing games and making their own creations. They are observed smiling, chatting and delighting in conversations with the staff.

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Children's welfare and wellbeing Expected standard

Leaders ensure that children benefit from outdoor play and are provided with nutritious snacks while at the club. Staff engage children in discussions around healthy eating and the importance of being active. As a result, children begin to develop an understanding of how to maintain a healthy lifestyle. Leaders demonstrate that they are knowledgeable of each child's individual needs. They gather information that pertains to children's interests. Staff find out about children's likes and dislikes, before they start at the provision. Staff support children well, to recognise their feelings. They plan opportunities, in the enabling environment, that encourage children to express themselves.

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Children's welfare and wellbeing Expected standard

Leaders have implemented procedures to manage children's dietary requirements, preferences and known allergies. Staff prepare the food, by following food safety and hygiene protocols. Leaders are vigilant while children are eating and are suitably trained and qualified in paediatric first aid. Leaders should now strengthen how they monitor, review and evaluate the impact of welfare and wellbeing practices to ensure that they are consistently embedded across the provision.

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Inclusion Expected standard

Leaders demonstrate commitment to inclusion. There is a culture in which all children are welcomed, valued and able to participate fully. Systems for identifying children who may require additional support are in place and understood, enabling leaders to recognise potential barriers to children's wellbeing, including those linked to disadvantage or special educational needs and/or disabilities (SEND). Although there are no children who currently require additional support, leaders maintain a readiness to respond swiftly and appropriately should needs emerge. Leaders with responsibility for SEND have completed relevant training, ensuring they have the knowledge and confidence to act promptly if children's needs change. Leaders typically adopt inclusive practices and provide training for staff to support them to further meet children's individual needs.

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Inclusion Expected standard

Partnerships with families and the school are purposeful and effective, supporting continuity of care. Consequently, children's needs are at the forefront of practice. Staff collaborate closely with parents to gather insights that help them plan for each child's individual needs. They also actively involve children in choosing how they want to engage with the activities and experiences available to them. Children are asked for input into the food menu and are encouraged to voice their ideas and preferences, to shape the provision.

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Leadership and governance Expected standard

Leaders have clear oversight of the club's daily organisation, which helps routines run safely and as intended. This supports a calm, orderly environment where children can move smoothly through the session. Leaders are reflective, responsive and ambitious for the future of the provision. They understand what is working well and continue to strive to secure improvements.

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Leadership and governance Expected standard

Leaders maintain effective partnerships with families and the host school. These relationships help ensure that children's needs are understood and that staff can work together to support positive outcomes for them. Parents celebrate the fact that staff 'know their children well', and they 'appreciate the team's efforts to provide care that reflects their individual needs'.

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Leadership and governance Expected standard

Leaders take a measured approach to supporting staff wellbeing, using regular check ins to comprehend how staff are feeling. Staff describe these check ins as helping them feel listened to and generally well supported in their roles. Leaders arrange statutory and professional development training for staff. Leaders should now prioritise improving induction procedures for new staff to ensure that they gain confidence, skills and knowledge in supporting children across all aspects of the 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 arrive at the club in high spirits and settle quickly into the familiar routines of this stimulating environment. They hang up their belongings and with confidence chat animatedly with staff as they begin their afternoon. A wide range of thoughtfully planned, age-appropriate resources capture their interest. Children move between activities with enthusiasm and curiosity. Staff guide children towards creative opportunities, such as manipulating dough to shape their own imaginative sculptures, and they are encouraged to delve into problem-solving games and puzzles. Children persistently demonstrate high levels of engagement and involvement and have plenty of space to enhance their physical development, both inside and in the outdoor area, at the club.

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

Across the club, children form friendships. They collaborate on creative projects, admiring each other's ideas and working together with ease. Children create 'friendship hands' and 'kindness trees' in recognition of the core values that the club actively promotes. Children can articulate what it means to be a friend. They say, 'You must make others feel welcome and included,' and 'share' using 'gentle hands'. This demonstrates children's understanding of others and contributes to their sense of inclusion, belonging and connection.

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

Children build warm, trusting relationships with staff and their peers, and they feel fully included in all aspects of the club. The calm, welcoming environment promotes a strong sense of belonging and supports children to develop confidence and independence. Staff model respectful behaviour and provide consistent guidance that helps children learn to share, take turns and show kindness towards others. As a result, children demonstrate commendable behaviour and highly positive attitudes.

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

Families are recognised as vital partners. Their views are actively sought and valued through clear, two-way communication. Daily updates ensure parents remain well informed and meaningfully involved in their child's experiences at this out-of-school club. At home time, children triumphantly share what they have created and excitedly tell their parents how much fun they have had, playing games, connecting with others and exploring new activities.

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Next steps

Leaders should improve induction procedures for new staff so that they develop confidence, skills and knowledge in all areas of provision and practice. Leaders should strengthen how they monitor, review and evaluate the impact of welfare and wellbeing practices to ensure that they are consistently embedded across the provision.

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About this inspection

The inspector spoke with leaders, staff, including those with key roles of designated safeguarding leads and the special educational needs coordinator, school staff from the host school, children and parents 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:

Merlin School 4 Carlton Drive London SW15 2BZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 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

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

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