MuddyBoots Camps Fulham

MuddyBoots Camps Fulham

Unique reference number (URN): 2793936 Address: Melcombe Primary School, Fulham Palace Rd, London, W6 9ER Type: Childcare on non-domestic premises Registered with Ofsted: 05/06/2024 Registers: EYR, CCR Registered person: Muddy Boots Kids Sports Club Ltd

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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 demonstrate very positive behaviour and interact well with one another throughout the session. Staff establish clear and consistent routines that help children understand expectations and move confidently between activities, snack times and group experiences. As a result, children remain highly engaged and settled throughout the day.

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Behaviour, attitudes and establishing routines Strong standard

Children of different ages cooperate well together during activities and social routines. They share resources, take turns and participate positively in group experiences, such as story sessions and arts and crafts activities. Staff support children calmly and sensitively and provide encouragement and praise throughout the session. Children respond positively to this and show confidence when trying new experiences and activities.

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Behaviour, attitudes and establishing routines Strong standard

Children benefit from an inclusive approach to behaviour, attitudes and establishing routines. Staff understand children's individual needs well and make thoughtful adaptations to help them participate successfully. For example, staff provide additional reassurance and support, where needed, to help children remain engaged alongside their peers. Children learn to respect one another's differences and develop positive relationships within the club community.

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Behaviour, attitudes and establishing routines Strong standard

Children follow routines confidently and develop increasing independence during everyday experiences. Staff support children successfully to manage tasks, such as handwashing, tidying away resources and preparing for snack time. Children understand these routines well and respond positively to reminders about expectations. This helps to create a calm and organised environment, where children feel confident and secure.

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Behaviour, attitudes and establishing routines Strong standard

Children enjoy attending the club and demonstrate positive attitudes throughout the session. They settle quickly into routines, remain engaged in activities and build positive relationships with staff and their peers. Leaders and staff also promote good attendance and maintain effective procedures to follow up promptly, when children who are expected do not arrive. This helps to support children's safety and wellbeing and contributes to the positive relationships established with families.

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Children's welfare and wellbeing Strong standard

The club places a high emphasis on children's welfare and wellbeing through clear and consistent routines. Staff know children well and respond sensitively to their individual needs. They remain attentive to children's emotional wellbeing and provide reassurance and support where needed. As a result, children appear relaxed, confident and emotionally secure within the provision.

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Children's welfare and wellbeing Strong standard

Children benefit from established routines that support their health, safety and independence. Staff encourage children to follow consistent hygiene practices, including handwashing before snack times and after outdoor play. Snack times are organised well and provide children with opportunities to develop independence and social skills. Staff also promote healthy lifestyles through discussions around healthy food choices, hydration and oral health.

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Children's welfare and wellbeing Strong standard

Children benefit from a strong focus on physical wellbeing and personal safety. They enjoy regular opportunities to be active through sports, outdoor games and physical challenges. Staff supervise children closely and encourage them positively during activities. For example, children demonstrate determination while learning to ride two-wheeled bicycles and develop confidence as they persevere and achieve success. This helps children build confidence and develop positive attitudes towards physical wellbeing.

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Children's welfare and wellbeing Strong standard

Staff create an inclusive and nurturing environment, where children feel cared for, respected and valued. Staff know children well and respond sensitively, when children require additional support. This helps children feel secure, regulate their emotions successfully and participate confidently alongside their peers. As a result, children develop positive self- esteem, a deep sense of belonging and high levels of emotional wellbeing.

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Inclusion Strong standard

The club demonstrates a strong commitment to inclusion. Staff work closely with parents and carers to gather detailed information about children's individual needs before they attend. This helps staff understand children well and provide consistent support from the outset. Secure partnership working with the host school and external professionals helps to support continuity for children and families and ensures children's needs are understood well across the provision.

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Inclusion Strong standard

Staff adapt routines, activities and interactions effectively so children of different ages, abilities and backgrounds can participate comfortably and feel included. Children with special educational needs and/or disabilities are supported sensitively by staff, who know them well and respond calmly to their individual needs. Staff use reassurance, clear communication and flexible approaches to help children feel emotionally secure and engaged during activities and routines. Children who speak English as an additional language are also supported positively through modelling, visual cues and encouragement, which helps them build confidence and feel included within the group.

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Inclusion Strong standard

The provision is reflective and responsive in its approach to supporting children's wellbeing and emotional needs. Staff make thoughtful adaptations to support children, who may become overwhelmed or require quieter spaces during the session. For example, children are able to access a sensory quiet area, where they can regulate their emotions, relax and spend time calmly when needed. Staff use this flexibility effectively to support children who may become overwhelmed, helping them remain engaged and included throughout the session. Staff remain attentive and supportive while respecting children's individual preferences and emotional wellbeing.

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Inclusion Strong standard

Staff maintain regular communication with parents and carers and share information about children's experiences and wellbeing during sessions. Parents speak positively about the support their children receive and value the welcoming and nurturing environment created by staff. As a result, children appear settled, confident and emotionally secure within the club environment.

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Leadership and governance Strong standard

Leadership across the club is effective and well established. Leaders maintain a clear overview of the provision and work closely with staff to help ensure routines and expectations are implemented consistently throughout the session. Staff understand their roles well and work together positively to support children's wellbeing, safety and enjoyment.

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Leadership and governance Strong standard

Staff benefit from ongoing guidance and focused support from leaders. The team includes staff with experience and knowledge in supporting children with special educational needs and/or disabilities. Leaders also support staff to continue developing their knowledge and skills through additional training opportunities. As a result, staff demonstrate a consistent understanding of children's individual needs and feel supported in their roles.

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Leadership and governance Strong standard

Leaders place a strong emphasis on developing staff knowledge and maintaining high expectations. Regular staff discussions and ongoing professional support help ensure staff understand safeguarding responsibilities, children's individual needs and the club's expectations for practice. This contributes to a consistent approach across the provision and supports positive outcomes for children.

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Leadership and governance Strong standard

Leaders work effectively with parents, carers, the host school and external professionals. Parents speak positively about communication with staff and describe the club as welcoming, supportive and inclusive. They value the variety of experiences available for children and speak warmly about the caring relationships staff build with children.

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Leadership and governance Strong standard

The club works closely with the host school to ensure relevant information is shared appropriately and children receive consistent support across both provisions. Leaders also work alongside the school to help widen access to holiday provision for some children and families who may otherwise be unable to attend. This helps children access positive experiences, build friendships and remain connected with their local community during school holidays.

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Leadership and governance Strong standard

Leaders and staff place a strong focus on children's wellbeing and inclusion across the provision. Clear procedures and established routines help sessions run smoothly and support a calm and organised environment. As a result, children feel safe, supported and happy within the club.

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

Children arrive at the club happy and excited to begin their day. Staff warmly welcome children and take time to speak with them as they arrive. This helps children settle quickly and feel safe and secure within the environment. Parents and carers speak positively about the club and value the caring and approachable staff team, alongside the wide range of experiences available for children.

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

Children benefit from meaningful choices throughout the session. Staff encourage children to share their ideas and preferences and provide a good balance of indoor and outdoor experiences. Children confidently move between activities, including arts and crafts, dinosaur-themed activities, outdoor sports and story sessions. They play cooperatively alongside one another, share ideas and show pride in their achievements. Older children naturally support younger children during activities and routines, helping to create a calm and respectful atmosphere across the provision.

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

Outdoor play is a particular strength of the club. Children benefit from regular opportunities to be physically active, challenge themselves and build confidence. For example, children showed great determination while learning to ride two-wheeled bicycles outdoors and were visibly proud of their achievements once successful. Staff encourage children positively and help them to persevere, which supports children's confidence and resilience very effectively.

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

Staff know children well and respond sensitively to their individual needs. Children with special educational needs and/or disabilities and children who speak English as an additional language are supported very well by staff, who adapt interactions and routines

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Address:

Melcombe Primary School Fulham Palace Rd London W6 9ER

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Address:

Type: Childcare on non-domestic premises precisely. As a result, children appear relaxed, emotionally secure and confident within the club environment.

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Address:

Children benefit from clear routines and procedures throughout the day that help them feel safe and well supported. Staff carefully monitor children's attendance and follow up promptly if children, who are expected, do not arrive at the club. Children behave well, follow routines confidently and enjoy spending time together during activities and social routines. Staff create a nurturing environment, where children feel listened to, cared for and motivated to attend.

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Next steps

Leaders should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing.

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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. Registration date: 05/06/2024

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About this inspection

Registered person: Muddy Boots Kids Sports Club Ltd

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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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