Chirpy Kids After School Club

Chirpy Kids After School Club

Unique reference number (URN): 2701079 Address: Alexander McLeod Primary School, Fuchsia Street, London, SE2 0QS Type: Childcare on non-domestic premises Registered with Ofsted: 22/08/2022 Registers: EYR, CCR, VCR Registered person: Agyemang-Dua, Afua

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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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Children's welfare and wellbeing Expected standard

Staff supervise children effectively to help keep them safe. They support children to follow hygiene routines, such as washing their hands before eating. Children enjoy the healthy snacks provided and show enthusiasm when preparing their own food, including making sandwiches. They also happily choose from the fruit available. Children are eager to play outdoors in the spacious playground, where they benefit from fresh air, physical exercise and opportunities to run freely. They confidently take part in activities, such as football, skipping and using hoops, which promotes their overall health and wellbeing.

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Children's welfare and wellbeing Expected standard

Staff are kind and approachable. Children feel secure in their care and confidently share their ideas or invite staff to join their play. This shows that children feel safe and build trusting relationships with the adults who support them. The key-person system works generally well for younger children and for those with special educational needs and/or disabilities. Staff know children well and understand their individual needs. They provide appropriate support to ensure that every child can take part. For example, they offer extra reassurance to children who may feel overwhelmed in the large outdoor space, helping them feel confident and included.

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Behaviour, attitudes and establishing routines Needs attention

Leaders have not ensured that the organisation of the indoor space supports children's behaviour well. Too many children are accommodated in a room that is too small for the group size. This restricts children's movement, contributes to high noise levels and makes it harder to maintain a calm and well-managed environment. As a result, the indoor space does not promote a consistently calm or engaging experience for children. In contrast, when staff arrange for play in the large outdoor playground, children's behaviour improves significantly. The space allows them to move freely, explore activities safely and interact more positively with their friends and staff.

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Behaviour, attitudes and establishing routines Needs attention

Children are generally happy to attend the club, enjoy spending time with their friends and have established relationships with staff. Staff use some behaviour management strategies, such as shaking a tambourine to gain children's attention before tidy-up time. However, at times, these methods have limited impact because not all children respond. Staff provide positive reminders, such as 'sharing is caring', but these are not reinforced consistently enough to fully support cooperative behaviour.

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Inclusion Needs attention

Overall, children with special educational needs and/or disabilities (SEND) show that they feel comfortable and secure in the setting. They are happy to attend and approach staff when they need help, which reflects the positive relationships they have built. However, inconsistencies in practice does not support children with SEND consistently well. When the room becomes loud and busy, children find it harder to stay engaged in purposeful play. At these times, this limits the extent to which they can benefit from the activities on offer and does not fully promote inclusion. As a result, children with SEND do not always have consistent access to calm, well-organised play opportunities that meet their individual needs.

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Inclusion Needs attention

Staff aim to provide an inclusive environment where all children are welcomed into the club. They work with the host school to gather essential information about children with SEND and use this to plan support, which is generally suitable. Staff show commitment to meeting children's individual needs, and leaders allocate designated workers to play alongside those who require additional help, including with routines. Parents and carers speak positively about the personalised care their children receive and appreciate the time staff take to get to know them well.

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Leadership and governance Needs attention

Leaders have not ensured that the indoor environment is organised well enough to support all children's behaviour and engagement. The number of children attending exceeds what the space can comfortably accommodate, resulting in high noise levels and reducing opportunities for purposeful play. As a result, children, including those with special educational needs and/or disabilities, do not consistently experience a calm or well- managed environment. Leaders acknowledge these weaknesses and show a willingness to improve. However, the necessary steps to strengthen practice and the organisation of the play environment are not yet fully embedded.

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Leadership and governance Needs attention

Leaders carry out appropriate suitability checks and ensure that staff complete essential training, including first aid and safeguarding. They have recently strengthened staff's understanding of safeguarding to support children's safety and welfare. Staff report that they feel valued and supported. Induction procedures provide them with key information about managing risks and understanding their roles. However, leaders have not ensured that staff who take on managerial responsibilities receive the necessary training and coaching to fulfil these duties effectively. Furthermore, while most required records are in place, some systems lack accuracy. For example, children's attendance is not always recorded accurately, which could compromise safety in an emergency.

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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

Indoors, children's experiences are not consistently positive. At times, the room becomes very loud and busy and the number of children present makes the space feel crowded. This affects how well children can concentrate or enjoy quieter activities. Some children, for example, choose books and try to read, but the high noise levels make it difficult for them to relax or sustain interest. This reduces their enjoyment and limits the quality of their play.

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

Children with special educational needs and/or disabilities form trusting relationships with staff and approach them confidently when they need reassurance. However, inconsistency in practice, such as the busy indoor environment, does not always meet their needs. At times, the noise and activity levels make it difficult for them to remain engaged or participate meaningfully. While children enjoy aspects of the club, particularly the outdoor play opportunities and their friendly relationships with staff, the organisation of the indoor environment does not consistently support a calm, purposeful experience. As a result, children's enjoyment and their ability to engage in high-quality play are variable across the session.

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

Outdoors, children are more settled, confident and able to lead their own play successfully. Children benefit from regular outdoor play, and they favour this area and engage more purposefully. The large playground gives them space to run, play football and use equipment, such as hoops and skipping ropes, which they use enthusiastically. Children arrive at the club generally happy and enjoy spending time with their friends. They say they like coming and often choose familiar activities, such as playing with dinosaurs or building with construction materials. These activities help them develop positive social skills as they chat, negotiate and work alongside one another.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

review the indoor space and number of children cared for to ensure that all children, including those with special educational needs and/or disabilities, have enough room to play purposefully 02/04/2026

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Action Completion Date

ensure that all staff receive training and coaching to help them understand their roles and responsibilities 02/04/2026

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Action Completion Date

maintain an accurate record of the names of children being cared for on the premises and their hours of attendance. 02/04/2026

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About this inspection

The inspector spoke with leaders, staff, children, parents and carers 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:

Alexander McLeod Primary School Fuchsia Street London SE2 0QS

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,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

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 .

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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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