St Vincent's Catholic School Extended Club Premier F4F Group

Premier F4F Group

Unique reference number (URN): 2803436 Address: St. Vincent's Catholic Primary School, Harting Road, London, SE9 4JR 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

Leaders establish high expectations for children's behaviour and create a welcoming environment, where children develop positive attitudes towards the club. Children understand the routines well and move confidently between activities. For example, they arrive from school calmly, collect their snack, sit together to eat and wait patiently for others before joining activities. This helps children develop independence, respect for others and confidence in managing familiar routines.

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Behaviour, attitudes and establishing routines Strong standard

Children form warm, respectful relationships with staff and one another. They enjoy working and playing together across different age groups and show kindness and consideration towards their friends. For example, children celebrate each other's achievements, listen attentively when others are speaking and confidently take on responsibilities, such as leading games or counting during team activities. This helps children develop confidence, cooperation and a secure sense of belonging.

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Behaviour, attitudes and establishing routines Strong standard

Leaders ensure all children, including those with special educational needs and/or disabilities and those who may face barriers to engagement and wellbeing, are fully included in club life. Staff adapt routines and activities to help every child participate successfully. Leaders also work closely with parents and carers to promote regular attendance, enabling children to benefit from the club's enriching experiences and develop lasting friendships. As a result, children demonstrate positive attitudes, make thoughtful choices and contribute positively to the club community.

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Children's welfare and wellbeing Strong standard

Leaders place children's welfare and wellbeing at the heart of the club. They create a safe, caring environment, where children feel valued and confident to seek support from trusted adults. Staff know children well and respond sensitively to their individual needs. For example, they recognise when children are upset and encourage them to talk about their feelings. Staff help children choose strategies, such as talking with an adult or going for a walk, to regulate their emotions. This helps children feel reassured, develop emotional resilience and re-join activities confidently.

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Children's welfare and wellbeing Strong standard

Leaders establish well-embedded routines that support children to develop healthy habits and keep themselves safe. For example, children sit while eating, wash their hands after using the toilet and apply sun cream before outdoor play. Staff sit alongside children during mealtimes, encouraging conversation and reminding children how to eat safely. Children also enjoy regular opportunities to be physically active through activities, such as races, gymnastics and outdoor games. This helps children develop healthy lifestyles and understand how to keep themselves safe.

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Children's welfare and wellbeing Strong standard

Leaders ensure all children benefit from the club's enriching experiences. They adapt routines and activities to meet individual needs, particularly for children with special educational needs and/or disabilities, and those who may face barriers to engagement and wellbeing. This helps children feel safe, develop confidence and independence and thrive in an environment, where their wellbeing is given high priority.

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Inclusion Strong standard

Leaders create an inclusive environment, where all children feel welcomed, valued and able to take part in the wide range of activities on offer. They identify children who may face barriers to engagement and wellbeing at an early stage and work closely with parents and carers, schools and other professionals to understand children's individual needs. For example, leaders gather information from parents and class teachers, hold dedicated meetings with families and adapt activities to reflect children's interests, routines and support needs. This helps children settle quickly, feel secure and participate confidently alongside their friends.

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Inclusion Strong standard

Leaders ensure staff have the knowledge and confidence to meet children's individual needs. For example, staff receive regular training in special educational needs and/or disabilities (SEND) and discuss children's needs during weekly meetings. They adapt activities, use simple language, provide quiet spaces, ear defenders and comfort resources, and use praise to help children maintain their attention and participate successfully. This helps children regulate their emotions, develop confidence and access the same enriching experiences as their peers.

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Inclusion Strong standard

Inclusive practice is embedded throughout the club. Leaders review children's needs regularly and work in close partnership with schools to reduce barriers as they arise. As a result, children with SEND and those who may face barriers to engagement and wellbeing are fully included, develop positive relationships and thrive within the club community.

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Leadership and governance Strong standard

Leaders have a clear vision for the club and place children's experiences, wellbeing and inclusion at the centre of their decision-making. They evaluate the quality of the provision carefully and take purposeful action to strengthen practice. For example, leaders engage in leadership networks across the borough and share effective practice with other wraparound providers to strengthen the quality of provision more widely. They have also developed a comprehensive programme of enriching activities that reflects children's interests and broadens their experiences beyond the school day. Leaders review children's needs regularly and work closely with schools to ensure support is tailored effectively. This helps children feel included, develop new interests and benefit from high-quality experiences.

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Leadership and governance Strong standard

Leaders create a culture of professional learning and collaboration. They invest in staff through regular training, weekly meetings and specialist professional development, including training in special educational needs and/or disabilities. This helps staff to reduce barriers children face, so they fully access activities on offer. New staff receive a structured induction, shadow experienced colleagues and are supported to develop confidence in their roles. Staff say they feel valued and well supported. This helps create a knowledgeable team that understands children's needs and provides high-quality care and support.

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Leadership and governance Strong standard

Leaders establish highly effective partnerships with parents and carers, schools and the wider community. They seek parents' views to shape the service and work closely with school staff to support children's individual needs. Parents speak positively about the friendly staff, effective communication and the wide range of activities available. They say their children enjoy attending and are well cared for. Leaders have created a welcoming club, where children, families and staff work together to provide enriching experiences that help children feel safe, develop confidence and thrive.

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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 happily from school and are warmly welcomed into this friendly, community- focused club. They quickly settle into familiar routines and confidently make choices about how they would like to spend their time. Children feel valued because staff know them well and take time to understand their interests, personalities and individual needs. This helps children feel secure, develop positive relationships and enjoy spending time with their friends after the school day has finished.

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

Children enjoy a wide range of enriching experiences that encourage them to be active, creative and work together. For example, they confidently choose games to play with their friends, take part in team challenges and enjoy quieter spaces, when they need time to relax. Children happily share their achievements with the group and celebrate each other's successes. They listen respectfully when others are speaking and take pride in encouraging one another. This helps children develop confidence, resilience and a secure sense of belonging.

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

Children of different ages play happily together and include one another in their games. Younger children learn from their older friends, while older children willingly offer encouragement and support. Staff help every child take part fully, including children with special educational needs and/or disabilities and those who may face barriers to engagement and wellbeing. For example, children choose their favourite toys or spend time in a quiet space, before returning confidently to activities with their friends. This helps children to regulate their emotions and feel calm. Children also enjoy healthy snacks, physical games and opportunities to spend time outdoors. As a result, they develop healthy habits, grow in independence and feel safe, respected and included. Children enjoy attending the club regularly. They benefit from the welcoming environment, where staff value

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Address:

St. Vincent's Catholic Primary School Harting Road London SE9 4JR

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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 : 15:15 - 18:00 the information their families share about their individual needs. This helps children settle quickly and engage confidently in the wide range of experiences available.

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Next steps

Leaders should continue their excellent hard work to ensure transformational outcomes for all children, in particular children with special educational needs and/or disabilities and those who may face barriers to learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, staff, children, parents and carers 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. Local authority: Bromley

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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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