SmileyArk Kids - Belvedere

SmileyArk Kids - Belvedere

Unique reference number (URN): 2772612 Address: St. Augustine Of Canterbury C E Primary School, St. Augustines Road, Belvedere, Kent, DA17 5HP Type: Childcare on non-domestic premises Registered with Ofsted: 13/02/2024 Registers: EYR, CCR, VCR Registered person: SmileyArk Kids CIO

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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

Behaviour and routines in the setting are very secure. Staff have clear routines and expectations in place that support and mirror those set by the school for consistency. The robust routines and expectations promote a high level of positive behaviour from children in the setting. Children are kind and caring towards each other. They communicate with each other and the staff in a respectful manner. Children know what is expected of them and follow the rules and boundaries.

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Behaviour, attitudes and establishing routines Strong standard

Children show a real sense of belonging and relationships between staff and children are warm and reassuring. They thoroughly enjoy spending time here. Children show great teamwork as they play. They are thoughtful of their friends' feelings and staff are quick to praise their kindness. This promotes a strong sense of community. For example, as children dress up from the dressing-up clothes, they giggle as they dance around wearing the outfit they have chosen.

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Behaviour, attitudes and establishing routines Strong standard

Leaders work with the on-site school to monitor children's attendance. Where children are consistently not attending, leaders work with parents and carers to address any concerns or potential issues. If children are booked in for a session and do not attend, staff liaise with school staff and parents to check children's wellbeing. Leaders anticipate potential barriers before children start and adapt routines responsively. As a result, children, including those who face barriers to their learning, settle quickly, attend regularly and enjoy their time at the setting.

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Children's welfare and wellbeing Strong standard

Leaders create a nurturing environment, where children's wellbeing and welfare are given paramount importance. Staff work closely with parents and carers, other providers and any agencies involved to ensure that each child receives support tailored to their individual needs. They use this knowledge to tailor their provision effectively, including for disadvantaged children and those with special educational needs and/or disabilities.

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Children's welfare and wellbeing Strong standard

Routines are key in promoting independence for all children. Children benefit from discussions about healthy eating. They talk confidently about their choices of fruit and vegetables at snack time and why these are important for their growing bodies. They learn about effective hygiene practices, such as the importance of handwashing.

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Children's welfare and wellbeing Strong standard

The key-person role is well established for the younger children and, as a result, all children are happy and secure. Children talk about their feelings and successes during their school day and staff support them to make positive behaviour choices. Children who are new to the after-school club are supported effectively to settle quickly and build relationships with the staff and their peers. This promotes their confidence and self-assurance. Staff work consistently with the school and parents to ensure children receive the individual support that they need to help them to settle.

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Inclusion Strong standard

Children with special educational needs and/or disabilities, and those who face barriers to learning, receive high levels of support. Leaders and staff know the children they care for extremely well. Staff understand how to provide support for children with different needs. They have clear systems in place to ensure timely interventions and referrals for children who face barriers to their learning.

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Inclusion Strong standard

Leaders have effective partnerships with parents, teachers and other professionals. They hold detailed, frequent discussions with parents and school staff and they know children's characters and needs very well. The daily handover from school to after-school club staff is comprehensive and staff ask about any specific medical or care needs they need to be aware of each day. This promotes high standards of welfare.

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Inclusion Strong standard

Leaders have strong consideration for the demographics of the local area and how best to support all children who attend. They monitor children's wellbeing closely and adjust provision when needed. They support children from a wide variety of backgrounds to access a wide range of activities and opportunities. Leaders build flexibility into the length of sessions children attend, to enable more families to benefit from the high-quality care the setting provides.

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Leadership and governance Strong standard

Leaders demonstrate high aspirations for providing an inclusive, high-quality after-school club. Excellent leadership directly drives the positive outcomes children and staff experience. They adapt the provision effectively to ensure all children can engage, including those children with special educational needs and/or disabilities or facing disadvantage. For example, when children require additional support or a safe place to play, leaders work tirelessly to secure the funding needed.

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Leadership and governance Strong standard

Leaders make decisions firmly in children's best interests. They closely monitor patterns and adapt routines to reduce pressures on children and staff. For example, leaders adapt the ways parents can book sessions to meet the growing needs of the families. These changes have had a rapid and sustained impact. Leaders also use parent and carer surveys and child forums to inform change, such as recent improvements to the outdoor provision.

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Leadership and governance Strong standard

Staff wellbeing and professional development are prioritised. Leaders provide a thorough induction, regular supervision meetings and daily debriefs that support staff well. Staff report feeling very happy in their roles and value the support leaders provide through training and attention to wellbeing.

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Leadership and governance Strong standard

Families who require extra support receive targeted interactions that help guide them towards funding paths or support services that can help. Leaders signpost families towards services, such as the local food bank or additional funding streams, that give children access to more sessions at the setting.

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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 settle quickly, interacting well with staff and friends as they chat about their day. Routines are well embedded, and children show confidence in these. Staff speak to children with warmth, care and respect and children follow their example and treat each other with kindness. Staff know children's characters and interests very well. On entering the after- school club, children swiftly settle and enjoy circle time, sharing their school day with each other and celebrating their achievements.

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

Children enjoy the wide range of activities on offer. They share extremely well with each other. Children are highly engaged in the art and crafts table and the older children support the younger ones with their art work. They take turns in conversations and praise each other's artistic efforts. All children demonstrate a real sense of belonging. The atmosphere is calm and productive and all children thrive. Children enjoy a daily healthy snack. Staff carefully select foods that ensure they cater for allergies and food preferences to support children's health and wellbeing.

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

Leaders robustly monitor attendance and promote a booking system that balances their families' needs for flexible childcare while still taking steps to ensure children's attendance best supports wellbeing and welfare. Staff promote children's understanding of the benefits of regular exercise and fresh air. They provide many opportunities for children to play outside, enjoying team sports and playing with small equipment. Children display high levels of wellbeing as they chat happily and laugh with children of different ages.

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

Staff have high expectations for children's behaviour. They promote robust routines and boundaries to help children know what is coming next and what is expected of them. Children share celebrations with the local community, which include Christmas, Diwali, Black History Month and other national holidays. Leaders provide celebratory events and celebrations that are important to the children. Leaders also implement an Early Years Lead to ensure younger children are fully supported. There is highly effective support for children's personal and social development.

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Next steps

Leaders should sustain their work to ensure continued improvement and high standards and to raise the profile of after-school provision in the community. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and /or wellbeing.

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Address:

St. Augustine Of Canterbury C E Primary School St. Augustines Road Belvedere Kent DA17 5HP

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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 : 15:15 - 18:00,Friday : 12:30 - 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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About this inspection

The inspector spoke with leaders, staff, parents and carers 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. This data is from 16 April 2026

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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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