LBL After School Club

LBL After School Club

Unique reference number (URN): 2848827 Address: Martin Primary School, Plane Tree Walk, London, N2 9JP Type: Childcare on non-domestic premises Registered with Ofsted: 01/07/2025 Registers: EYR, CCR, VCR Registered person: Little Ladybirds London 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

Leaders ensure that all staff have a secure understanding of the setting's policies for managing and supporting children's behaviour. As a result, children's wellbeing is given the highest priority. Staff consistently use precise and targeted strategies to promote positive behaviour, including modelling respectful interactions, acknowledging children's worries and emotions and providing meaningful praise. Children demonstrate a secure understanding of the rules that help to keep them safe. For example, they explain, 'We can't play on this climbing frame when it's wet because it's too slippery and we could get hurt.'

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Behaviour, attitudes and establishing routines Strong standard

Any instances of unwanted behaviour are addressed promptly and consistently. Staff use these moments as opportunities to reinforce expectations and recognise positive choices. Children respond well to this approach and demonstrate high levels of respect, cooperation and self-control. They take turns, share resources willingly and play harmoniously together. As a result, children are developing positive attitudes towards others and forming strong friendships.

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Behaviour, attitudes and establishing routines Strong standard

Staff actively encourage children to collaborate, communicate and value the ideas of their peers. Through skilful interactions and timely intervention, they support children to listen to different viewpoints and work together successfully. Consequently, children behave exceptionally well and show kindness, empathy and respect in their interactions with others.

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Behaviour, attitudes and establishing routines Strong standard

Children have incredibly warm and trusting relationships with staff and greet them enthusiastically on arrival. Well-established routines help children feel settled, secure and confident throughout the day. This strong sense of belonging enables children to engage fully in learning and become valued members of the nursery community. Parents frequently comment on the nurturing environment and the positive impact it has on their children's confidence and wellbeing.

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Children's welfare and wellbeing Expected standard

The setting is welcoming and spacious and has been thoughtfully designed to support and promote children's play and learning. Both age groups have dedicated outdoor spaces that provide regular opportunities for physical activity and exploration.

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Children's welfare and wellbeing Expected standard

Leaders ensure that policies and procedures that support children's welfare and wellbeing are implemented consistently by staff throughout the setting. Staff are deployed effectively to meet children's needs and maintain a safe environment. Any accidents are dealt with appropriately, reported to parents and accurately recorded. This enables leaders to maintain strong oversight, identify any emerging patterns and take appropriate action to minimise further risks to children. Staff take responsibility for ensuring the setting is safe and for teaching children how to keep themselves safe. Children are learning about being healthy and hygienic. They wash their hands on arrival and sit together to enjoy healthy snacks. They are offered a range of fruit, vegetables and nutritious snacks that older children confidently self-select. However, staff do not always consistently support younger children to develop their independence in this area.

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Children's welfare and wellbeing Expected standard

Leaders ensure that children spend plenty of time being physically active outdoors in the fresh air, supporting their health and wellbeing. Staff engage children in thoughtful, purposeful conversations about the benefits of healthy eating and the importance of limiting sugar to help keep their teeth healthy.

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Inclusion Expected standard

Leaders and staff work closely with colleagues in the nursery and school on the same site during school hours to ensure that any barriers to learning are quickly identified, carefully monitored and regularly reviewed. This collaborative approach enables effective information- sharing and ensures that support is well coordinated. As a result, children with special educational needs and/or disabilities (SEND) benefit from consistent, joined-up practice that promotes the best possible outcomes.

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Inclusion Expected standard

Leaders work with external partners to seek support and guidance, when needed, and this means that children benefit from any additional funding available to support their needs. Children with any identified SEND or barriers to learning are skilfully supported by staff during play with interventions and activities focused on their specific interests and profiles. For example, a staff member sits alongside a child during a group game, offering precise praise for their achievements and sensitively acknowledging and naming their feelings when they find it difficult to take turns. As a result, the child is beginning to develop a secure understanding of their emotions and is learning strategies to manage them. They also show increasing pride in their achievements and growing confidence in participating within group activities. Children with SEND are offered activities that align with their preferences and staff

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Inclusion Expected standard

use carefully selected games, particularly when playing outside, to help children regulate themselves and manage the transition to the setting at the end of the nursery or school day. Leaders also ensure that staff are effectively deployed within the setting so that all children receive the support and guidance they need.

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Leadership and governance Expected standard

Leaders work hard to ensure that children feel heard and are given a range of choices in their play and activities. This supports children's sense of belonging and promotes their wellbeing effectively.

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Leadership and governance Expected standard

Staff report that partnerships with other settings on the same premises are effective. They praise leaders for working collaboratively to ensure that all children, particularly those with additional barriers to learning, have their needs well met.

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Leadership and governance Expected standard

Leaders engage positively with parents, who describe their children as safe, happy and settled. Parents report that their children have secure and positive relationships with staff, who know them well. They also note that children benefit from a range of activities that reflect their interests and link to what they are learning at school. Communication with parents is strong, and they feel well informed about their child's experiences at the club. Any concerns or issues are dealt with promptly and sensitively.

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Leadership and governance Expected standard

Leaders support staff effectively and ensure a range of training opportunities are available. Staff report that they are happy, feel valued and that leaders are mindful of their wellbeing. Daily team meetings ensure that children's needs are well understood and that staff are clear about their roles and responsibilities. Leaders are planning to strengthen arrangements for staff supervision to ensure all staff have regular, structured opportunities for feedback, in order to secure an even stronger culture of continuous improvement.

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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 access this wraparound care while attending the school and nursery that share the same site. The setting provides suitable spaces for different age groups, ensuring all children are well supported in environments matched to their developmental needs. All children have regular access to outdoor space and benefit from plentiful opportunities to engage in physical activity and play.

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

Children feel safe and happy in this warm and nurturing environment, where they enjoy close relationships with staff, many of whom also work within the school. There is a strong sense of belonging, with children and parents speaking very positively about how much children enjoy attending. Partnerships with parents are effective, and the setting works closely with the nursery and school on site. This supports continuity of care, ensures individual needs are well met and enables children with special educational needs and/or disabilities to be effectively supported. Children feel secure because routines are consistent and well embedded. They report being able to choose from a range of activities, provided they follow agreed rules, which supports both independence and an understanding of keeping themselves safe.

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

Children are treated with respect and are generally encouraged to be independent, taking responsibility for their belongings and developing good hygiene habits and healthy choices. Behaviour across the setting is positive. Children are well mannered, considerate and respectful towards one another. They enjoy spending time with friends and engage in a wide range of activities that complement their learning in school and nursery, while also providing opportunities to relax and unwind after the school or nursery day.

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Next steps

Leaders should further strengthen opportunities for children to develop independence, with consistent expectations for self-care and responsibility across the setting. Leaders should further develop the arrangements for staff supervision so that staff have regular opportunities for feedback and reflection, supporting a stronger culture of continuous improvement.

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About this inspection

The inspector spoke with leaders, 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:

Martin Primary School Plane Tree Walk London N2 9JP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Ladybirds London Limited

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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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