St Luke's School Extended Club Premier F4F Group

Group

Unique reference number (URN): 2803418 Address: St Lukes C Of E Primary School, Linton Grove, London, SE27 0DZ 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 Strong standard

The collaborative staff team role model positive behaviour and show respect to all children. This in turn, with staff interactions sets high expectations for all children to follow and abide by. Staff spend time talking to children about different emotions and actively increase their social interactions and emotional literacy. For example, children use dough and additional resources to create and explain different emotions. Staff actively empower children to share their views and personal experiences. Through active discussions and well-planned activities, children display strong social skills and an understanding of right and wrong. They recognise different behaviours and take accountability for their actions. All children demonstrate a positive attitude to their learning.

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Behaviour, attitudes and establishing routines Strong standard

Routines in the club are well established and run seamlessly. Children understand what is expected of them, they demonstrate their independence and follow the club rules. Children state the rules are fair and explain they were involved in making them at the start. They come to club to 'have fun, stay safe, show respect and learn'. This motto is embedded throughout the club and enables staff and all children to maintain consistently high expectations for behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Children arrive at the club and take responsibility for their belongings. They access the bathroom and follow personal hygiene routines before snack time. Leaders follow up on children who are absent and work in partnership with school to ensure children's welfare and establish strong foundations for future learning and attendance.

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Children's welfare and wellbeing Strong standard

An established and effective keyperson systems is in place for the younger children who attend the club. This supports children to build warm and trusting relationships with staff and aid their settling period at the beginning. Staff know children well including those with special educational needs and/or disabilities and those who may face barriers to their learning. They are extremely attentive to their changing needs and work in partnerships with parents and the host school to keep up to date with any additional information. Staff provide a strategically well-planned calm and caring environment where children feel safe, secure and supported. This enables them to achieve, belong and thrive.

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Children's welfare and wellbeing Strong standard

Children enjoy nutritious and healthy snacks. They make independent choices and use their skills to serve food and pour drinks. Staff consistently sit with children within sight and hearing and adhere to safer eating practices to keep all children safe. Children use good manners, wait their turn and show respect to their peers. Staff actively engage children in conversations and promote healthy lifestyles. Children share what they enjoyed about sports day and understand the importance of regularly staying hydrated during the hot weather. Snack times are calm and consistently managed effectively which promotes meaningful interactions and enhances children's social skills.

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Inclusion Strong standard

The ethos of the club and staff practice promotes a very consistent and effective culture of inclusion. Leaders are proactive in working in collaborative partnerships with the host school and local authority to address any barriers for disadvantaged children. Additional funding has been secured through the National Wraparound Childcare Programme to enable more children with special educational needs and/or disabilities (SEND) to attend the club and provide extra staff to support their individual needs. The club has also obtained funding through the Healthy Activities and Food Programme to run additional clubs during the holidays. This ensures disadvantaged children can participate in activities and receive a hot meal during the days they attend in the school holidays.

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Inclusion Strong standard

Leaders and staff have completed additional training on supporting children with SEND and liaise effectively with the school to support those children with education and health care plans. Staff skilfully adapt activities and use resources to ensure all children can participate and enjoy their time at the club. Staff confidently support children to learn respect and develop an understanding for others and the wider world. They know all children extremely well and ensure strategies are tailored consistently and effectively to meet children's individual needs. For example, children have access to the school's sensory room and quieter spaces where they have time and space to help them self-regulate if needed and rejoin their peers when they are ready. Staff talk to children in a calm and reassuring manner and are committed to providing high-quality provision for all children.

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Leadership and governance Strong standard

Leadership and governance for the after-school provision is highly effective. They proactively reflect and review the service they provide and have a clear and strategic view of the provisions strengths and areas for development. Leaders are continually striving to make changes and adaptations to maintain sustainability without compromising on their high-quality of care especially for children with special educational needs and/or disabilities (SEND) and those who may face barriers to their learning.

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Leadership and governance Strong standard

Leaders consistently engage all staff in regular supervision. They discuss any concerns, set targets and identify and provide continued professional development. Leaders inspire staff to achieve and increase their knowledge and qualifications further. They regularly monitor staff practice which ensures all staff maintain a high standard which benefits the children. For example, staff have completed further training on supporting children with SEND. Staff state they are supported effectively to manage their wellbeing and workload.

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Leadership and governance Strong standard

Partnership working is key to the success of the after school provision and holiday clubs which are invaluable in supporting disadvantaged children and families within the local community. Parents state the club is beneficial to them, their children thoroughly enjoy attending and they feel supported. Leaders work collaboratively with the host school, including governors and the local authority. They regularly share information and ensure that a consistent approach is embedded across practice. This enables all children to enjoy their time at the club and feel valued.

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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 thoroughly benefit from their time at this friendly, nurturing after school club. They show high levels of respect and tolerance towards their peers. Older children provide encouragement and engage with their younger peers during their play. Children, including those with special educational needs and/or disabilities (SEND) and those who may face barriers to their learning are fully included and supported by the staff.

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

Children are collected from their classrooms by members of staff at the end of the school day. This ensures messages can be shared by the class teacher to further support children's wellbeing during their time at the after-school club. Children develop strong attachments with staff which helps them to feel safe and secure. Children are encouraged to be independent, make choices and take responsibility for resources by helping to tidy away.

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

Children enjoy and actively participate in a wide range of activities which promote their interests both inside and outside. They happily chat with staff and their peers as they play. Children share resources without reminders, take turns and older children kindly support the younger children by giving demonstrations and explanations as they play team games. For example, children throw and catch different sized balls together, use climbing apparatus to increase their balance and blow and chase bubbles. Staff engage well and adapt activities and provide challenges for children to build on their skills at their individual level. Children with SEND are supported extremely well to ensure they are included and gain a sense of belonging.

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

Children enjoy painting and being creative. They proudly show staff their masterpieces and confidently talk about their views and experiences. This includes day trips and holidays which helps children to understand similarities and differences and what makes them unique. Children develop positive social skills and share that they enjoy attending the after school club.

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Next steps

Leaders should ensure continued improvement in the settings successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, staff, parents and children during the inspection.

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Address:

St Lukes C Of E Primary School Linton Grove London SE27 0DZ

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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:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 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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4 to 11

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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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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