St Vincent De Paul School Extended Club Premier F4F Group

F4F Group

Unique reference number (URN): 2803398 Address: St. Vincent De Paul Primary School, Morpeth Terrace, London, SW1P 1EP Type: Childcare on non-domestic premises Registered with Ofsted: 01/08/2024 Registers: EYR, CCR, VCR Registered person: Fit 4 Future Group 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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Inclusion Strong standard

Leaders show commitment to inclusive practice across the club. They gather relevant information from parents and carers before children join. Children, including those who are disadvantaged, receive thoughtful and individualised support, ensuring they have full access to the same opportunities and experiences as their peers. Staff use this information to make appropriate adaptations, considering possible triggers and introducing strategies that support children's engagement and wellbeing.

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Inclusion Strong standard

Leaders take effective steps to support children with special educational needs and/or disabilities. For example, they work with the host school, parents and carers to support children's transition into their club. Staff plan thoughtfully to meet the needs of children across different age groups. They make effective use of the environment, ensuring that even the youngest children can access spaces and resources that support their development. Leaders have established rigorous links with school leaders, the special educational needs coordinator and parents that help to promote continuity of care and learning for children attending the club.

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Inclusion Strong standard

Leaders work closely with the local authority to secure additional funding for children who are disadvantaged. This enables these children to attend the club during holiday periods and benefit from familiar relationships with trusted staff. As a result, all children feel welcomed, valued and able to participate fully in the life of the club.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff form positive relationships with children. Children arrive calmly, follow instructions and respond positively to staff reminders. Leaders and staff consider children's age and stage of development, their individual needs and circumstances, when supporting them to maintain the expectations of the setting. Leaders and staff play alongside children and guide them in their play. Children look forward to seeing their friends at the club and mostly behave well. In general, children understand the expectations for behaviour. However, during times of transition, such as when joining a group outside for physical activities, staff do not consistently remind children of behaviour expectations.

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Behaviour, attitudes and establishing routines Expected standard

Staff usually organise the day so that routines run smoothly and children experience a well- balanced mix of activity and calm. Children have plenty of chances to be physically active and burn off energy, alongside quieter moments, where they can rest and reset. This helps create a day that feels enjoyable, manageable and purposeful for them.

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Behaviour, attitudes and establishing routines Expected standard

Leaders remain attentive to how children respond and adjust the structure of the day when needed. They recognise that younger children, and those with special educational needs and/or disabilities, benefit from a slower, more nurturing start. This approach helps reduce feelings of being overwhelmed and supports children to settle confidently. As a result, children show greater enjoyment and resilience during their time at the club.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff understand the importance of attendance, and non-attendance is quickly followed up with school. This provides children with continuity of care and keeps children safe.

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Children's welfare and wellbeing Expected standard

Effective welcome routines help leaders and staff get to know each child well, supporting their welfare and emotional security from the outset. This ensures that every child receives a warm, reassuring introduction to the club and begins to build secure, trusting relationships with staff. Staff attend closely to children's individual needs, including those who are disadvantaged, and respond with sensitivity and care. For example, staff recognise when children need quiet time to settle and provide gentle support, enabling them to join activities at a pace that feels right for them.

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Children's welfare and wellbeing Expected standard

Children enjoy a wide range of opportunities to be physically active during the session. They choose freely from indoor and outdoor activities with many opting to run, play and take part in games, such as football. Through these experiences, children learn to cooperate, take turns and work together. Such activities support their physical development and help them to relax and unwind after the school day.

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Children's welfare and wellbeing Expected standard

Staff promote children's understanding of allergies well and ensure that children follow the necessary routines to keep themselves safe. However, staff do not consistently build on children's understanding of healthy habits over time. For example, expectations around bringing healthy snacks or consistently reinforcing the importance of handwashing are not yet fully embedded.

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Leadership and governance Expected standard

Leaders are typically reflective and review practice regularly, identifying what works well and where further improvements are needed. Weekly staff meetings and ongoing discussions help maintain communication and support staff to understand expectations. Leaders are mindful of staff wellbeing and workload, creating opportunities for staff to share concerns and contribute to decision-making. Leaders' arrangement of the club provides appropriate oversight and ensure the club meets statutory requirements. They offer support and maintain compliance, while systems for monitoring the quality of children's experiences continue to develop. However, they need to maintain this support to consistently embed positive behaviour in the club, as well as developing healthy habits over time. This will continue to support the children's welfare and wellbeing.

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Leadership and governance Expected standard

Leaders ensure staff have access to relevant professional development, which supports a generally consistent approach across the club. Training helps staff respond to children's individual needs, including those with special educational needs and/or disabilities (SEND), and contributes to improving practice over time.

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Leadership and governance Expected standard

Leaders are committed to ensuring all children can access the provision. They adapt routines to help less confident children feel relaxed about attending and work closely with the host school to support transitions, particularly for children with SEND or those at a disadvantage. Leaders gather detailed information from parents and carers, enabling staff to plan effectively for children's needs. This partnership approach helps promote continuity of care and supports children to settle well.

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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 enjoy attending this friendly club. As they arrive, staff greet them and support them to settle into familiar routines. Before children start, staff gather detailed information from parents and carers. This ensures they fully understand and can meet children's needs, including those with special educational needs and/or disabilities (SEND). As a result, children settle quickly into the routine, know where to put their belongings and join snack. This routine supports children to feel secure from the moment they walk in.

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

Children build trusting relationships with staff. Staff are attentive and genuinely interested in their day. Many children approach staff immediately to talk about school, share news or ask questions. Staff respond warmly, modelling positive interactions and reinforcing the club's respectful culture.

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

Children enjoy choosing from a wide range of activities that reflect their interests. They take part enthusiastically in gymnastics, multi sports, tag games and Olympic style activities. Older children speak proudly about their love of football and other sports, and staff use this information to plan sessions that keep them motivated, engaged and active throughout the afternoon. Children also explore creative resources in different ways. The club's newly introduced arts and crafts programme offers rich opportunities for self-expression. Children create a variety of imaginative pieces, such as 'feeling masks', and proudly share these with staff as a way of communicating how they feel. This helps children develop confidence and a sense of ownership over their play.

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

Staff and leaders make sure that all children feel included and understood. Those with SEND benefit from tailored support using visual prompt and predictable routines. Leaders and staff work in partnership and effectively with the host school. Younger children are supported by staff to make choices in their play, helping them feel secure and build

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Address:

St. Vincent De Paul Primary School Morpeth Terrace London SW1P 1EP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Fit 4 Future Group Ltd

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Address:

Register(s): EYR, CCR, VCR confidence. Staff guide them sensitively, offering reassurance and encouragement so they can explore activities at their own pace.

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Next steps

Leaders should support staff to consistently build on children's understanding of healthy habits over time Leaders should ensure staff consistently reinforce behaviour expectations so that children deepen their understanding of acceptable behaviour.

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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.

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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