AllKidsCan @ St Mary Magdalene (Islington)

AllKidsCan @ St Mary Magdalene (Islington)

Unique reference number (URN): 2776745 Address: St. Mary Magdalene Academy, 475 Liverpool Road, LONDON, N7 8PG Type: Childcare on non-domestic premises Registered with Ofsted: 22/01/2024 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 behave well and understand the expectations of the club. They follow routines and respond appropriately to staff guidance. Staff are aware of children's expected attendance patterns and follow up any unexplained absences to support children's welfare and wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

Children play cooperatively with one another. They share resources, take turns and include others in their play. They work together during activities and show consideration for others, which supports positive interactions across the session. Staff interact positively with children and model respectful behaviour, using inclusive approaches to support all children to understand expectations. They provide clear guidance and gentle reminders, where needed, helping children to understand boundaries and manage their behaviour appropriately.

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Behaviour, attitudes and establishing routines Expected standard

Children of different ages play alongside one another successfully. Younger children are supported to join in, while older children demonstrate independence and take responsibility for their actions. Where minor disagreements arise, staff support children to resolve these calmly, helping them to understand expectations and maintain positive relationships. Overall, children feel secure and behave in ways that support a safe, calm and enjoyable environment for all.

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Children's welfare and wellbeing Expected standard

Children's care needs are met effectively. Staff support children's wellbeing through established routines that help them feel safe and secure at the end of the school day. Children demonstrate an understanding of good hygiene practices. Staff provide appropriate reminders, such as encouraging handwashing at key times, which supports children's understanding of keeping themselves healthy.

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Children's welfare and wellbeing Expected standard

Children benefit from regular opportunities for physical play. They access outdoor spaces, where they take part in activities, such as climbing and football, supporting their physical wellbeing and allowing them to release energy after the school day. Children access snacks and drinks in a relaxed and sociable environment. Staff supervise appropriately and support children to make choices. However, the range and variety of snacks provided do not consistently support the promotion of healthy choices. The environment is organised to support children's safety and comfort. Staff carry out appropriate checks and supervise children effectively, helping to ensure children can play and move around the club safely.

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Children's welfare and wellbeing Expected standard

Staff support children to manage their own needs, including accessing resources and making choices about how they spend their time. This encourages independence and helps children to feel confident within the club. Transitions between school and the club are managed appropriately, supporting children to settle quickly and engage in activities.

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Inclusion Expected standard

Leaders and staff promote an inclusive environment, where children of different ages and abilities play together and are supported to participate alongside one another. Children with special educational needs and/or disabilities (SEND) are understood.

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Inclusion Expected standard

Leaders gather information from parents, carers and schools to develop a secure understanding of children's needs. This helps ensure support is consistent and responsive. Staff know children well and use this knowledge to adapt their interactions. They provide reassurance, adjust expectations and support children to manage different parts of the session, helping to reduce barriers and enable participation alongside peers. Children who speak English as an additional language are supported through clear communication, modelling and demonstration.

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Inclusion Expected standard

Children are confident to access different areas of the provision. For example, some choose creative activities while others spend time in quieter spaces before re-joining group play. However, adaptations to the environment and organisation of resources to support children with SEND are not yet consistently embedded, particularly in providing quieter or sensory spaces to meet individual needs. Leaders and staff demonstrate commitment to inclusion. A flexible booking system supports a range of family needs, enabling children to attend regularly and benefit from the provision.

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Leadership and governance Expected standard

Leaders provide clear oversight of the club and ensure it operates in an organised and generally consistent manner. Staff are deployed effectively, and established routines support sessions to run smoothly and maintain a calm environment for children. Leaders communicate clear expectations to staff, supporting consistent approaches to behaviour, inclusion and children's participation. Leaders consider staff wellbeing and workload, and provide opportunities for professional learning to support staff knowledge and practice. This contributes to a stable club, where children understand routines and are supported to take part.

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Leadership and governance Expected standard

Leaders maintain positive partnerships with parents and the host school. Information is shared appropriately to support children's needs and promote continuity of care. Parents speak positively about the club, describing staff as approachable and supportive. They report that their children enjoy attending, feel safe and benefit from the well-organised nature of the club.

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Leadership and governance Expected standard

Leaders gather relevant information about children to support their needs and participation. However, they have not yet ensured that all aspects of practice are implemented consistently. This includes how the environment is adapted to meet children's individual needs and how the range and variety of snacks promotes healthy choices.

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Leadership and governance Expected standard

Leadership arrangements support a well-managed club, where expectations are generally clear. Further strengthening consistency across these areas would support children's experiences more 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 arrive at the club and settle quickly into familiar routines at the end of the school day. Staff welcome them warmly, creating a calm and organised environment where children feel secure.

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

Children enjoy spending time with their friends and engage well across the session. Staff provide activities based on children's interests, which supports their involvement. For example, during outdoor play, children take part in games, such as cricket, where they take

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About this setting

Unique reference number (URN): 2776745 turns, encourage one another and show excitement as they play. At other times, children choose quieter activities, such as creative play or reading, where they remain focused and relaxed. This provides a suitable balance of experiences that supports children to unwind.

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About this setting

Children move confidently between activities and develop positive relationships with one another. They play alongside children of different ages, with younger children supported to join in and older children demonstrating independence. Staff interact positively with children and offer encouragement that supports confidence.

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About this setting

Children behave well and understand expectations. They share resources, take turns and cooperate with others, contributing to a calm and friendly atmosphere. Daily routines, including snack time, provide opportunities for children to relax and socialise with their peers at the end of the school day.

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About this setting

Children experience a welcoming environment, where they feel safe, build friendships and benefit from a positive balance of play, activity and relaxation.

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Next steps

Leaders should strengthen how the environment is adapted to meet children's individual needs, including providing quieter or sensory spaces where appropriate. Leaders should strengthen the promotion of children's health by reviewing the range and variety of snacks offered, to ensure these consistently support healthy choices.

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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:

St. Mary Magdalene Academy 475 Liverpool Road LONDON N7 8PG

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Address:

Type: Childcare on non-domestic premises

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Address:

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