Premier@Monega

Premier@Monega

Unique reference number (URN): 2806992 Address: Monega Primary School, Monega Road, London, E12 6TT Type: Childcare on non-domestic premises Registered with Ofsted: 10/10/2024 Registers: EYR, CCR, VCR Registered person: Verona Sports Limited

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Expected standard

Leaders have established clear and familiar routines that help all children, including those with special educational needs and/or disabilities to settle in and form secure attachments with staff. Staff communicate daily with parents and the school to support smooth transitions and to ensure that the children's individual needs are met.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children attend the club regularly. They greet their friends with excitement and eagerly join in with games together, demonstrating enthusiasm. Adults model collaboration as they play together with the children. They support children to listen to each other and respect each other's views. Children share ideas for activities, and staff use these to influence what is provided. However, leaders do not yet routinely gather children's ideas in a consistent way, which means the provision does not always reflect the full range of children's interests.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders set clear expectations for children's behaviour, which they usually reinforce through age-appropriate interventions. Children follow familiar routines, such as lining up, washing hands and joining their friends at the table. Staff support children to manage their feelings and emotions through playful activities and sensitive discussions, helping them to navigate the challenges of the day. Adults are good role models, through the respectful interactions they have with each other. Children behave well and build warm relationships with the peers and adults around them.

p.2

Children's welfare and wellbeing Expected standard

Leaders are attentive to the care needs of children. They share information daily with school staff to ensure children's needs, including those who have special educational needs and/or disabilities are consistently met. Staff are warm and supportive, but they do not always gather information about children's interests and experiences at home. As a result, the activities offered do not always reflect what is important to each child.

p.2

Children's welfare and wellbeing Expected standard

Leaders utilise the spacious garden to organise varied sports games and exercise for children. They ensure snacks are healthy and meet children's dietary requirements. Selection of fruits and fresh water are available daily. Staff promote sharing. They encourage children to count and calculate to ensure everyone has a fair share. Snack times are calm and relaxing, promoting social skills through conversation.

p.2

Children's welfare and wellbeing Expected standard

Leaders are aware of challenges children may have faced earlier in their day. They provide calm and quiet spaces for them to rest and regulate their emotions. Staff know of potential risks posed to them children at home and within the wider community, particularly online. They are alert to children's changing behaviours and have secure knowledge to help children understand potential risks and keep themselves safe. Children secure their understanding of basic hygiene through the club's routine and gentle reminders from adults. Children portray a sense of belonging because they feel respected and safe. They are happy here.

p.2

Inclusion Expected standard

Leaders promote inclusion. They have a flexible booking system to support the varying needs of families, helping children to attend regularly and benefit from the care and development opportunities provided.

p.3

Inclusion Expected standard

Staff model respectful interactions between children and each other. They encourage children to learn about others' experiences by celebrating various festivals. Children enjoy learning about differences, but leaders do not gather the information they need to understand what makes each child unique. This limits how well experiences reflect and celebrate who they are. Staff value the suggestions some children make about the activities on offer and ensure these ideas are incorporated. However, leaders have not yet implemented a consistent process for gathering and acting on feedback from all children.

p.3

Inclusion Expected standard

Leaders work closely with parents, school staff and professionals to gain detailed understanding of the support children require. This ensures a consistent approach to their support. Staff make appropriate adjustments to help children who face barriers or those with special educational needs and/or disabilities, enabling them to benefit fully from the routines and activities in the club. For example, they ensure outdoor play is available at the beginning of the club session to support children to deregulate and calm down. Although no children currently attend with the pupil premium funding, leaders have a clear strategy in place to support them in the future.

p.3

Leadership and governance Expected standard

Leaders understand their responsibility to keep children safe. They review relevant changes in the statutory framework and share them with staff to ensure prompt implementation. Staff know and understand the club's policies and procedures.

p.3

Leadership and governance Expected standard

Leaders collaborate with parents and school staff to gain relevant information about children's individual needs, including those with special educational needs and/or disabilities, and tailor their approach to support children to settle into the club with ease. They work closely with the school professionals to support children in meeting their specific goals. However, information about children's unique experiences at home, and children's interests are not consistently gathered, which limits the experiences offered to them.

p.3

Leadership and governance Expected standard

Leaders take pride in the support they offer to families and regularly review their provision to ensure it meets community needs. As a result, they have introduced a shorter wraparound time for families requiring minimal care.

p.3

Leadership and governance Expected standard

Leaders are alert to staff wellbeing and workload. They provide regular meetings and supervisions to monitor and assess the level of support staff need and to identify professional development opportunities. Staff comment how the training they receive helps them to improve their practice. For example, modules on strengthening their interactive skills, support them to communicate better with children. Staff enjoy working at the club and praise the support they receive from their leaders.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children have developed a sense of belonging at this after-school club. All children, including those with special educational needs and/or disabilities, feel safe and secure. For example children follow predictable routines, such as lining up and waiting patiently for their peers to join them. They are greeted by familiar adults, who escort them to the designated nursery play areas. Children follow adult instructions and walk mindfully through the school building.

p.4

About this setting

Children attend regularly and are happy and settled. They demonstrate confidence in choosing their own activities and approach adults confidently for help. They welcome their friends with delight, calling out 'hello' and display merriment as they chat and play cooperatively together. They are patient as they wait their turn to throw balls into hoops or share the craft resources for their art activity.

p.5

About this setting

Children have ample space in the spacious and well-organised garden to run and explore. They join in a competitive game of football with the adults, cheering excitedly when they score a goal or run along freely with the large hoops. They explore the nature area and investigate leaves as they change over the seasons and use them to design their artwork.

p.5

About this setting

Children wind down in the designated quiet areas after a busy school day. They relax with books and soft toys or engage in play that appeals to them from the range of activities on offer. For example, building models from bricks and creating cards for the upcoming Father's Day. Children enjoy chatting about their day with familiar adults as they eat their snacks at the table. They giggle and laugh while sharing jokes with them. Children feel safe, valued and are able to flourish here.

p.5

Next steps

Leaders should strengthen how they gather meaningful information about each child so that children's uniqueness is recognised, celebrated and reflected in the opportunities and experiences offered. Leaders should establish a routine process for gathering children's ideas and use this to shape the activities and experiences offered.

p.5

About this inspection

The inspector spoke with the leaders, staff and special educational needs coordinator during the inspection.

p.5

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. Unique reference number (URN): 2806992

p.5

Address:

Monega Primary School Monega Road London E12 6TT

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Verona Sports Limited

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.6

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

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 .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

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

p.7