Topmark Out of School Club Dalmain

Topmark Out of School Club Dalmain

Unique reference number (URN): 2805496 Address: Dalmain Primary School, Grove Close, London, SE23 1AS Type: Childcare on non-domestic premises Registered with Ofsted: 16/08/2024 Registers: EYR, CCR, VCR Registered person: Topmark Sports Coaching 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 Expected standard

Leaders have established clear routines that are well understood by everyone at the club. Children follow simple, predictable routines and understand what is expected of them. For example, snack time takes place first, followed by staff introducing the available activities and reminding children of the club rules before they choose which activity zones they would like to access.

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Behaviour, attitudes and establishing routines Expected standard

Staff provide a range of activities that children enjoy, including model building and craft activities. Children are eager to share their creations with staff, who consistently encourage and praise their efforts. This helps to develop secure relationships and supports children's self-esteem and confidence.

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Behaviour, attitudes and establishing routines Expected standard

All children work well together, including those with special educational needs and/or disabilities. Staff actively promote positive warm interactions by engaging in conversations, joining in with activities and, where necessary, reminding children of the club rules. Behaviour is a particular strength of the club. Staff's expectations are clear and simple. They support children, who require additional reminders, by giving them extra responsibilities and showing a genuine interest in their activities. Older children are encouraged to take on small responsibilities and support younger children. For example, during a car-wash activity, children of different ages worked together to clean the more difficult parts of the vehicles.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff place an emphasis on attendance. When children do not attend their sessions, leaders carry out wellbeing checks, including liaising with the school and communicating with parents. This contributes to an effective safeguarding culture.

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Children's welfare and wellbeing Expected standard

Leaders and staff generally foster positive, responsive relationships with children at the club. Interactions between adults and children are warm, friendly and engaging. Older children enjoy sharing jokes and laughter with staff, while younger children are naturally drawn to familiar adults they know from school, who also work within the club. These established relationships are a particular strength of the setting and support most younger children in settling quickly and confidently into the after-school environment.

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Children's welfare and wellbeing Expected standard

Staff place an emphasis on children's physical wellbeing and provide a wide range of opportunities for active play. They prioritise sports activities and dance sessions, and children participate enthusiastically. They demonstrate an understanding of the importance of physical activity and learn how to keep themselves safe, including during periods of hot weather. Staff also promote children's independence effectively, particularly among younger children, recognising its importance in supporting the aims of the early years foundation stage.

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Children's welfare and wellbeing Expected standard

While staff give high priority to children's wellbeing overall, some staff occasionally focus more on vocal or energetic children, which can result in quieter children receiving less attention. Staff encourage independent play and provide appropriate quiet spaces for children who prefer to play alone. Leaders should strengthen monitoring practices to ensure all children receive consistent emotional support and attention.

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Inclusion Expected standard

Leaders and staff ensure that all children can participate fully in activities. For example, they adapt dancing sessions and playground games by simplifying rules and expectations, enabling all children to engage successfully. As a result, children develop a strong sense of belonging within the after-school club.

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Inclusion Expected standard

Leaders have recruited several staff members, who also work within the host school. This strengthens communication and relationships between the school, the club, parents and children. Children readily seek support and reassurance from these familiar adults when needed.

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Inclusion Expected standard

Leaders work closely with parents and the host school to support children with special educational needs and/or disabilities. They have established quieter spaces within the provision, allowing children who may feel overwhelmed by the busy environment to relax, build confidence and regulate their emotions. Staff have a good understanding of children's individual needs and ensure that all children feel secure, included and engaged in their play.

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Inclusion Expected standard

However, leaders and staff do not make full use of the positive relationship with school staff to ensure they have effective strategies to fully support children with additional needs. Leaders should continue to liaise with the school around effective strategies for pupils with additional needs to ensure consistency in approaches.

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Leadership and governance Expected standard

Leaders provide effective oversight of the after-school club, ensuring that children are safe, engaged and that generally their individual needs are met. They have a clear understanding of the provision's strengths and areas for development and use ongoing evaluation to drive continuous improvement. For example, they regularly seek the views of children, parents and staff regarding the activities on offer and use this feedback to enhance the provision. Leaders ensure they adapt activities to meet the needs of children of different ages and abilities, promoting inclusion for all.

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Leadership and governance Expected standard

Leaders successfully foster a culture of responsibility among older children. A real strength of the club is older children working collaboratively with younger children and helping them feel welcomed and included. This not only supports younger children's sense of belonging but also helps older children develop valuable leadership and responsibility skills. Staff are warm and caring, taking time to engage in conversations and activities with children, which further strengthens children's sense of belonging within the club.

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Leadership and governance Expected standard

Leaders support staff effectively and staff benefit from regular meetings, training opportunities and contribute towards discussions about improvements and changes within the club. They report that their views are valued and that they are encouraged to contribute ideas. Leaders and staff establish effective partnerships with parents and carers. Friendly and positive interactions between staff and families at the start of each session help to create a welcoming atmosphere and promote effective communication. However, leaders do consistently monitor and feedback on staff's interaction with children to ensure all children receive consistent emotional support and attention.

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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 excitedly at this well-resourced after-school club, excited to start their session. Leaders and staff set up and adapt activities to ensure that everyone can participate, regardless of their age. At the start of each session, children have access to

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Inspector:

Gareth Cotterell healthy snacks provided by the club. Staff also remind children about how to keep themselves safe during their time at the club, particularly during hot weather. Older and younger children mix very well together. Staff are skilled at differentiating sports and craft activities to suit all ages.

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Inspector:

Leaders and staff encourage older children to take younger children 'under their wing'. Older children enjoy these opportunities to take on responsibility. For example, during an organised game in the playground, older children ensure that younger children have a turn and understand the rules.

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Inspector:

Children are encouraged to make their own choices. They can select from a wide range of activities, including construction, crafts and dancing, as well as quieter areas, where they can read, draw and colour. Staff are friendly and show genuine interest in children's work and creations. All staff, but particularly those who work with younger children during the school day, are skilled at using commentary, questioning and encouragement to promote independence during activities. For example, while making jellyfish at the craft table, children are encouraged to use scissors safely and independently, while the adult chats with them and demonstrates techniques when needed.

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Inspector:

Children with special educational needs and/or disabilities are supported well to participate fully. Staff make appropriate adaptations to ensure that children feel happy, relaxed and included. The club is also staffed appropriately to meet the needs of all children.

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Next steps

Leaders should strengthen monitoring practices to ensure all children receive consistent emotional support and attention. Leaders should continue to liaise with the school around effective strategies for pupils with additional needs to ensure consistency in approaches.

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About this inspection

The inspector spoke with leaders, staff, 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:

Dalmain Primary School Grove Close London SE23 1AS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Topmark Sports Coaching Limited

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Address:

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

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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

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