Simply Kids UK Shirley Park

Simply Kids UK Shirley Park

Unique reference number (URN): 2799649 Address: Oasis Academy Shirley Park, Longhurst Road, Croydon, CR0 7AS Type: Childcare on non-domestic premises Registered with Ofsted: 11/07/2024 Registers: EYR, CCR, VCR Registered person: Simply Kids UK 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 established routines in place. They are aware of the importance of regular attendance and follow up on any absences to safeguard children's welfare. Familiar daily routines help all children to know what is happening and what is expected of them. For example, when the youngest children are collected from school, they take responsibility for their belongings and carry their own bags and coats. On arrival at the club, all children put their possessions in the designated place. They know the routine well and go to the bathroom to wash their hands before snack time, this helps them feel secure.

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Behaviour, attitudes and establishing routines Expected standard

All children typically behave well. They use good manners and share resources with their peers. Children sign up for a turn on the games console and happily hand over the controller when their turn finishes. Staff give gentle reminders, when needed, and children listen well. They understand the rules for crossing the road and walk in pairs along the pavement, listening to and following instructions from staff.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive attitudes and social skills during their time at the club. They sing 'Happy Birthday' to their friend and share daily affirmations with the group. Staff re- emphasise these positive phrases to help children strengthen their self-esteem and have high aspirations. Children are encouraged to share their news or experiences with their peers, which increases their confidence and develops their social interactions.

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Inclusion Expected standard

Leaders and staff typically get to know children well from the start. They collect detailed information from parents and/or carers, when children first begin attending. This enables them to tailor their plans and support to meet the needs of individual children. Leaders work in partnership with the host school and ensure their service is inclusive for children with special educational needs and/or disabilities (SEND) and for those who may face barriers to their learning.

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Inclusion Expected standard

Leaders ensure they plan the environment and activities to meet the needs of all children who attend the club. They generally manage noise levels effectively and ensure there is quieter spaces for children who prefer this. Staff deploy themselves effectively and move around between the inside and outside spaces. This enables them to provide demonstrations, support and encouragement to children with SEND and others who may need additional help. Staff encourage all children to participate and promote independence and a positive approach to developing new skills.

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Inclusion Expected standard

Leaders work with the local authority and secure funding to provide an additional club during the summer break. This is for disadvantaged children in receipt of pupil premium to enjoy sports and craft activities to help reduce barriers to learning and increase their social and physical skills.

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Children's welfare and wellbeing Needs attention

Leaders and staff are not aware of procedures to promote safer eating practices. Although staff are present in the room while children eat their snacks, they do not sit within sight and hearing of the younger children to ensure they are eating in a way that limits any potential choking hazards. This is a breach in requirements. Children are also allowed to walk around inside and outside with food, such as ice lollies. Leaders act quickly when this is discussed and ensure all children sit down and are supervised.

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Children's welfare and wellbeing Needs attention

Staff discuss allergies with parents and have procedures and plans in place to ensure children are served the correct healthy snacks. Children follow regular hygiene practices, such as toileting and handwashing, which promotes their independence with self-help skills, safety and wellbeing. Additional support is given, when needed, for children with special educational needs and/or disabilities.

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Children's welfare and wellbeing Needs attention

Staff provide a safe and welcoming environment, where children enjoy playing and have access to outside space. They develop their physical and social skills, which benefits their mental wellbeing. Staff actively promote children's physical skills and encourage them to drink water to stay hydrated. Children are supported to talk about how they are feeling and develop a deeper understanding of different emotions. They develop secure attachments with staff and extend their social relationships with their peers.

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Leadership and governance Needs attention

Leaders have not ensured they have kept up to date with changes to the early years foundation stage statutory framework. This has affected their procedures to follow requirements for safer eating practices to ensure children's safety and wellbeing.

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Leadership and governance Needs attention

Leaders have implemented robust procedures for staff induction. This ensures all staff understand their roles and responsibilities well. Leaders regularly complete ongoing supervision and set staff targets to help improve their practice further. All staff state that leaders are supportive of their mental wellbeing, workload and promote their continued professional development.

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Leadership and governance Needs attention

Leaders work in partnership with parents and the host school. This ensures all children, including those with special educational needs and/or disabilities and those who may face barriers to their learning, are fully supported, have their needs met and enjoy their time at the club. Parents comment that communication is effective. Their children enjoy attending and love the range of activities on offer.

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Leadership and governance Needs attention

Leaders have not carefully reviewed or identified the right priorities to help them to have an accurate understanding of the quality of the provision. Some recent changes have helped reduce the noise levels, which has benefitted children who prefer a quieter environment. More changes have been identified to develop face-to-face staff training and run parent workshops.

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Compulsory Childcare Register requirements

This setting has not 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 not 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 typically arrive happy to attend their after-school club. They state they look forward to playing with their peers and engaging in a broad range of fun activities. Children feel settled when they first start as there is an effective key-person system in place. Collections from their classroom enable information and messages to be shared with their Reception Class teacher. Practice can then be adapted to support children's wellbeing. This enables them to build trusting relationships with staff.

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Inspector:

All children benefit from a wide range of fun and exciting activities that supports their different abilities and interests. Children are encouraged to discuss their likes and interest with staff and feel their views are listened to. This supports children to develop a sense of belonging and feel valued. Staff typically promote a friendly and welcoming environment, which is child focused and promotes a culture of diversity and inclusion. Children with special educational needs and/or disabilities or those who may face barriers to their learning are encouraged and supported to join in with all activities and demonstrate they feel safe and welcomed.

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Inspector:

Children generally increase their physical skills as they play outside sports. They take turns with their peers to be in goal and celebrate as they score. Children enjoy climbing on apparatus and practise their balancing skills as they walk on stilts. All children develop their social interactions as they play board games, take turns and follow rules. Older children support their younger peers as they provide support with making bracelets and help boost their confidence as they sing their favourite songs together with the karaoke machine. Children actively seek staff to engage in their play and demonstrate their strong attachments.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

improve knowledge of the changes within the early years statutory framework that sets out professional duties and responsibilities 06/07/2026

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Action Completion Date

improve knowledge of requirements for safer eating and implement procedures to keep children safe 06/07/2026

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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. Helen Craig

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Address:

Oasis Academy Shirley Park Longhurst Road Croydon CR0 7AS

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 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. 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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