The Club @ Rimon

The Club @ Rimon

Unique reference number (URN): 2781649 Address: Rimon Jewish Primary School, 41a Dunstan Road, London, NW11 8AE Type: Childcare on non-domestic premises Registered with Ofsted: 15/02/2024 Registers: EYR, CCR, VCR Registered person: The Club @ Wraparound Care 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 Strong standard

Children arrive at the club happily and settle quickly into familiar routines. They independently hang their coats and bags before choosing a place at the table, showing that they understand and follow the structure of the session. Staff communicate clearly with one another, including promptly noting absences and explaining the procedures for following up with parents, which reinforces the importance of attendance and safeguarding.

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Behaviour, attitudes and establishing routines Strong standard

Warm, positive relationships underpin the calm atmosphere. Staff interact with genuine interest, offering purposeful praise such as acknowledging children's thoughtful suggestions or recognising the effort they put into their artwork. Staff skilfully promote independence, giving children time to try tasks for themselves before offering help. Children respond well to this approach and develop confidence in their abilities.

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Behaviour, attitudes and establishing routines Strong standard

The behaviour of children is exemplary. Children are kind, respectful and attentive to one another, listening carefully when peers speak and celebrating each other's achievements. Through strategic leadership, routines such as putting on coats, lining up and preparing to go outdoors are smooth and well organised. Children collaborate extremely well during play, negotiating turn-taking and ensuring everyone has a fair chance with the equipment. Older children take pride in supporting younger ones, explaining rules and modelling the positive behaviour they understand to be an expectation of the setting. This responsibility strengthens their leadership skills and contributes to a highly harmonious, respectful environment where all children feel valued and secure.

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Inclusion Strong standard

Leaders and staff consistently make a demonstrable difference to the opportunities and experiences of children with special educational needs and/or disabilities. Staff are rigorous and proactive in their monitoring of children with SEND. They identify swiftly when children encounter barriers to their wellbeing and work in close partnership with parents to make systematic, meaningful adaptations that meet each child's individual needs. These adjustments have a sustained and positive impact on children's ability to thrive and flourish within the setting. For example, staff may adapt routines to offer more flexible collection times, ensuring transitions are calm, predictable and tailored to what each child needs to feel secure.

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Inclusion Strong standard

The setting offers all children the opportunity to be heard, valued and see themselves positively represented. Staff skilfully extend the school's world culture programme, deepening children's understanding of festivals, traditions and celebrations from across the globe. This broadens children's awareness of diversity and different ways of life. Children confidently share what makes them unique, whether recounting special family events, talking about trips abroad, or discussing meaningful celebrations. These interactions nurture children's sense of belonging and help them recognise and celebrate both their similarities and differences.

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Leadership and governance Strong standard

Leaders provide highly effective direction for all staff and create a culture in which staff feel valued, motivated and able to further their own professional development. Staff speak extremely positively about the leadership team, noting that they are offered a wide range of relevant, high-quality training that enables them to provide a supportive, inclusive and adaptive environment for all children. The staff team are confident and reflective practitioners who recognise gaps in their own knowledge and actively seek further guidance. Leaders respond proactively by delivering specialist workshops that strengthen identified areas of development.

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Leadership and governance Strong standard

Leaders have exceptionally effective relationships with the school and a deep understanding of the needs of children, families and the wider community. This contextual awareness ensures leaders maintain an accurate view of how well the setting continues to meet the needs of those who use it. Senior leaders work closely with managers and demonstrate clear oversight of the setting's strengths and priorities for improvement. There are high expectations set for all staff across the setting. The staff are a highly qualified and experienced team, and this is evident through their reflective practice, engagements with children and the way in which they ensure all children are seen, heard and valued.

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Leadership and governance Strong standard

Leaders maintain open, trusting communication with parents, who describe the environment as structured, welcoming and inclusive. Through thoughtful engagement, leaders ensure that all children, and particularly those with special educational needs and/or disabilities, experience no barriers to attending.

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Children's welfare and wellbeing Expected standard

Across the setting, children are increasingly independent in managing their personal needs. They ask to use the toilet and understand the importance of washing their hands afterwards. Staff reinforce hygiene practices, reminding children to cover their mouths when coughing or sneezing to help prevent the spread of germs. Leaders maintain a clear oversight of children's welfare and wellbeing, ensuring that routines, expectations and staff practice promote children's health and emotional security.

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Children's welfare and wellbeing Expected standard

Staff skillfully support children of varying ages in managing their own feelings and emotions. They allow children the space and time to identify what they are feeling and why, and implement different strategies to support self-regulation.

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Children's welfare and wellbeing Expected standard

Children speak positively about their experiences at the setting, saying they enjoy coming to the club because there are so many different things to do and always someone fun to play with. Staff support children to understand healthy eating, ensuring there is a bowl of fresh fruit for children to have a snack from when they first arrive. As children gather their water bottles, they discuss intently with staff the importance of hydration and drinking water regularly. Whilst staff are effectively deployed to maintain the safety of children, staff are not always proactive in helping children understand why certain behaviours may be unsafe or unwelcome. For example, children sitting on top of a bench are asked to get down without explanation, and a child spinning a skipping rope quickly is told to slow down, but not supported to recognise the risk, resulting in another child being accidentally hurt. These

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Children's welfare and wellbeing Expected standard

missed opportunities limit children's understanding of how to keep themselves and others safe.

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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 safe, secure and nurturing setting full of excitement and energy, greeted warmly by staff and friends across different school years. The atmosphere is vibrant and welcoming, with high fives, cheerful conversations and a genuine sense of belonging. Children are eager to share their news from the school day, and they listen attentively to one another, demonstrating strong social skills and mutual respect. When several children excitedly announce that they are going on a school trip to the zoo the following day, staff immediately recognise this as a valuable learning opportunity. They skilfully weave children's interests into the afternoon session, introducing discussions about animals, habitats and different species, effectively extending and deepening learning beyond school.

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

Children benefit from staff that are fully present and engaged, children delight in how staff consistently interact at their level and participate enthusiastically with them in both indoor and outdoor play. Children naturally mirror the respectful language, turn-taking and cooperative behaviours they observe from the positive role modelling of staff. Staff know the children exceptionally well, understanding their individual interests, preferences and motivations. This knowledge is thoughtfully incorporated into activities and resources, ensuring learning remains meaningful, enjoyable and developmentally rich.

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

Physical activity is encouraged throughout the session, with children confidently demonstrating a wide range of skills, from practising yoga poses they have learnt to developing hand-eye coordination through tennis and ball games. All children, including those with special educational needs and/or disabilities, are fully included. Adaptations are made sensitively and seamlessly, whether that involves taking a turn with the bat or ball, helping retrieve equipment, or through staff supporting children to keep score. Every child is offered a purposeful role, enabling them to participate at a level that suits their needs and abilities.

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Next steps

Leaders should develop staff knowledge of how to proactively assess and teach children to manage their own risk to understand how to keep themselves and others safe.

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About this inspection

The inspector spoke to the nominated individual, staff, parents, 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.

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Address:

Rimon Jewish Primary School 41a Dunstan Road London NW11 8AE

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Club @ Wraparound Care Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 15:30 - 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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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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