Morden Mount After School Club

Morden Mount After School Club

Unique reference number (URN): 2790321 Address: Morden Mount School, Lewisham Road, London, SE13 7QP Type: Childcare on non-domestic premises Registered with Ofsted: 30/05/2024 Registers: EYR, CCR, VCR Registered person: Morden Mount After School Club

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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

Staff reinforce the after-school club expectations with all children. They remind them of the rules during sports and tabletop activities. Children respond well and show kind, courteous behaviour. They build positive relationships with peers of different ages. Older children take on small responsibilities. This helps them feel confident and keeps younger children engaged and safe.

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Behaviour, attitudes and establishing routines Expected standard

Staff praise children and talk to them about their achievements at school that day. They support younger children with creative tasks, such as making rainbow badges and necklaces. During structured activities, children typically share, take turns and play cooperatively.

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Behaviour, attitudes and establishing routines Expected standard

Staff are not always deployed effectively, for example, at snack time and during children's free play. At such times, some children's behaviour is less positive. Those who finish eating quickly wait too long for the next activity, while staff continue to supervise children who are still eating to ensure their safety. This causes some children to become restless and this disrupts younger children, who need space and time to eat at their own pace.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote punctuality and attendance. They speak to parents about the benefits of arriving and departing on time. Their consistent messages help families understand the importance of routine and support the smooth running of the club.

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Children's welfare and wellbeing Expected standard

Children form secure, trusting relationships with after-school club staff. Staff observe each child and understand their individual needs, including those with special educational needs and/or disabilities. They provide support that reflects these needs. For example, staff recognise when children need quieter areas to complete homework or enjoy tabletop activities with their friends. They also identify children who benefit from joining organised physical education activities or engaging in more physical games. Staff encourage children to express their feelings and carry out regular check ins, offering reassurance and guidance. This approach helps every child feel safe, included and welcome.

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Children's welfare and wellbeing Expected standard

Staff typically promote children's safety. They remind children how to play safely, both indoors and outdoors, stepping in sensitively when needed. Care practices typically meet each child's requirements. Staff respond effectively to dietary needs and preferences, ensuring all children can join in with snack. Children show positive, age-appropriate understanding of healthy routines, washing their hands after outdoor play and before eating.

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Inclusion Expected standard

Leaders create an inclusive culture for every child. They set clear expectations for all, including those with special educational needs and/or disabilities (SEND). They understand the local demographic well and respond to emerging needs. They work closely with the school, parents and the wider community when needed. For example, they provide spaces for children to complete homework and areas for outdoor play. Staff identify needs quickly. They mirror the host school's strategies and support plans. This ensures consistency across the school day and the after-school provision.

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Inclusion Expected standard

Staff use resources and spaces carefully to include all children. They help children understand and celebrate differences in behaviour and needs. As a result, staff and children report improved confidence and stronger social relationships.

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Inclusion Expected standard

Leaders provide staff with appropriate training and guidance to support children with SEND. Staff assess the children's needs, plan for them, observe if the plan is working and review accordingly. Transitions between organised activities are not always organised well. At such times, children do not receive consistent support from staff.

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Leadership and governance Expected standard

Leaders demonstrate a clear understanding of the club's strengths and the local context, and they actively review systems to drive continuous improvement. They plan and deliver activities that meet the needs and interests of the children, which results in high levels of engagement. Children speak enthusiastically about the club and show that they enjoy attending.

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Leadership and governance Expected standard

Leaders and staff typically build effective relationships with parents and the school. They use clear systems to share attendance information and communicate updates from the school day. Staff collect younger children while older children arrive independently. During this transition, staff check in with each child and engage them in conversation. This approach ensures that children feel settled, supported and ready to participate.

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Leadership and governance Expected standard

Leaders prioritise staff wellbeing and maintain regular communication through check ins, meetings and training opportunities. This supports staff to carry out their roles effectively.

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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 flourish at this vibrant after-school club. Staff greet them warmly as they arrive, and children confidently put away their belongings and settle for registration. These well- established routines include every child and promote a strong sense of responsibility. Staff provide a wide range of purposeful and engaging activities that meet the needs of all age groups. Children talk openly about their school day with their peers and with adults. Staff listen carefully and ask well-chosen questions that encourage children to share their experiences. These high-quality interactions extend children's language skills, spark their curiosity and deepen their understanding of the world around them.

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

Older children typically take on meaningful responsibilities that contribute positively to the running of the club. This helps ensure that younger children feel included and able to express their opinions. Staff adapt outdoor sports activities so that children of all ages and abilities can take part confidently. Indoors, children who prefer a calmer environment choose from creative activities, such as rainbow badge making, or enjoy playing a variety of board games. Staff show genuine interest in children's play. They build on what children already know by asking purposeful questions and narrating their actions, further extending learning and enriching play experiences.

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

Children's experiences are planned effectively, taking account of their individual needs and interests. Staff gather detailed information from parents and the school to ensure that support is well matched. Staff commonly recognise when children need time to relax after a busy school day and when they benefit from more active play. They usually adjust the environment thoughtfully to reflect these needs. Through effective partnerships with families, staff promote regular attendance and ensure that children feel secure and valued. This

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Address:

Morden Mount School Lewisham Road London SE13 7QP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Morden Mount After School Club

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 approach enables all children, including those with special educational needs and/or disabilities, to participate fully and enjoy their time at the club.

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Next steps

Leaders should ensure transitions and staff deployment are considered to ensure behaviour is always positive and appropriate.

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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. Local authority: Greenwich

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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. 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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