St Bartholomew's School Extended Club Premier F4F Group

F4F Group

Unique reference number (URN): 2803338 Address: St. Bartholomews Primary School, The Peak, London, SE26 4LJ 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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Behaviour, attitudes and establishing routines Expected standard

Leaders have created and implemented clear rules and expectations that everyone can follow at the after-school club. Due to the club's popularity, children are grouped into age- appropriate zones. Activities and behaviour expectations are adapted effectively to meet the needs of the youngest children.

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Behaviour, attitudes and establishing routines Expected standard

Leaders ensure that start and finish times are flexible for working parents and for children who attend after-school activities organised by the school. Attendance and punctuality are promoted effectively. Friendly welcoming staff are based at the school gate and safely escort children to and from where they need to be. This is well organised, and children understand the routines within the setting.

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Behaviour, attitudes and establishing routines Expected standard

Staff are on hand to join in, facilitate safe play and ensure that children are having a good time at the club. While staff rotate around and join in with children's activities, quieter children are not always given equal priority. This is because children who are livelier, or who require support with behaviour to follow the club's expectations, can sometimes dominate staff's attention. On occasion, this impacts on the wellbeing of quieter children, as well as leading to staff raising their voices to gain the attention of all the children. Leaders are reflective about how staff respond to children and are aware of the next steps in the club's development.

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Children's welfare and wellbeing Expected standard

Children enjoy participating in healthy routines and lifestyles at the after-school club. They benefit from healthy snacks, daily outdoor play, organised sporting activities, indoor board games and opportunities for free play. Staff prioritise children's welfare and wellbeing throughout their time at the club. Well-established routines and positive interactions help children feel safe, enjoy their time at the club and understand the expectations for behaviour and safety. Typically, staff know the children well and clearly enjoy spending time with them.

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Children's welfare and wellbeing Expected standard

Children develop healthy lifestyles through everyday routines and experiences. They independently wash their hands before snack time, make healthy choices and manage self- care tasks with increasing confidence. Children pour their own drinks, tidy resources and take responsibility for small tasks within the club.

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Children's welfare and wellbeing Expected standard

However, there are occasions when some children experience longer waiting times for snacks. This is because children attending school-organised sports activities arrive later and join their peers for snack after being registered. Staff keep some children waiting for a longer time until the groups are organised. As a result, some children find it difficult to wait their turn to access food, which can have a negative impact on behaviour. Leaders have identified this as an area for improvement within their development plan and are working with staff to review and improve the organisation of snack time to minimise waiting times and support positive behaviour. This work remains ongoing.

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Inclusion Expected standard

Leaders understand the importance of reducing barriers to attendance and participation in the after-school club. They work hard to ensure that they consider all children's needs and minimise any obstacles they may face. For example, leaders reduce barriers to attendance effectively by building positive relationships with families and the host school. They offer support where needed and create a welcoming and inclusive environment.

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Inclusion Expected standard

Leaders participate in training for children with special educational needs and/or disabilities (SEND), and use staff meetings to update the team on how to meet children's needs, including changes that may affect their wellbeing. They maintain effective links with the host school and, where possible, replicate the strategies used for children with SEND. This ensures that all staff understand how best to support children, who may need additional assistance.

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Inclusion Expected standard

Staff typically deploy themselves well. They ensure children are safe and are aware of the variation in what children require at the club. However, on occasion, children who need extra support to regulate their behaviour dominate staff's attention. This can have an impact on quieter children, who may also require adult support in less obvious ways.

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Leadership and governance Expected standard

Leaders demonstrate thoughtfulness, reflection and a strong understanding of the setting. Leaders know the children and their families well and build positive relationships with them. As leaders are not deployed to work directly with children, they maintain oversight of practice and typically provide timely support and guidance to staff.

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Leadership and governance Expected standard

Leaders implement clear and secure recruitment, induction and training processes. They ensure staff keep their knowledge up to date through ongoing professional development opportunities. Leaders hold regular supervision meetings and team discussions to address inclusion, wellbeing, safeguarding and professional development. Experienced staff support new team members through a structured induction process. They provide opportunities for newer staff to shadow practice before working independently, helping them understand routines and expectations from the outset. Staff speak positively about their relationships with colleagues and describe leaders as approachable, and supportive.

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Leadership and governance Expected standard

Leaders continually evaluate the quality of the after-school club. They identify areas for development accurately and typically take purposeful action to improve children's experiences. For example, the organisation around snack time. Leaders now need to embed these identified improvements across the after-school club and ensure all staff understand the organisational aspects of this.

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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 after-school club keen and enthusiastic to start the session. Friendly, welcoming staff greet them warmly. Children show an understanding of how to maintain safety. For example they organise their bags and coats to ensure the floor remains clear and free from hazards. At the club, children sign up to a 'fun agreement', which clearly sets out expectations. They understand the rules that help keep everyone safe and healthy while ensuring that everyone has fun. Children chat with classmates and friends and choose activities that interest them. These include emotion mask-making, a variety of board games, construction activities and quieter options, such as reading, drawing and colouring.

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

Outdoors, children play enjoyable games organised by staff. They have many opportunities for active play, including ball games and parachute games, and they have plenty of space to run around and engage in free play. Children typically get on well with one another. Kind, well-mannered staff support them and regularly rotate around the setting to join in their activities.

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

Staff maintain consistent expectations for behaviour that reflect the fun agreement. They remind children of these expectations throughout the session. Children with special educational needs and/or disabilities or those facing other barriers to wellbeing, typically receive appropriate support and enjoy the same activities as their peers. Staff build effective, positive relationships with families. They greet parents and carers at collection time and communicate effectively throughout the after-school period. Parents speak highly of the setting and report that their children enjoy attending the club. Leaders and staff work closely with the school to monitor children's attendance.

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Next steps

Leaders should ensure snack time is organised in a way where behaviour is not impacted. Leaders should ensure all staff check in with all children, particularly those who are quieter, or prefer more solitary play. Leaders should ensure all staff wait for children to listen and engage before giving them instructions.

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About this inspection

The inspector spoke with children, leaders, staff and parents 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. Bartholomews Primary School The Peak London SE26 4LJ

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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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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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