Cherry Tree Kids Club @ Leigh Stationers' Primary Academy

Primary Academy

Unique reference number (URN): 2801455 Address: Eastcote Road, Welling, DA16 2ST Type: Childcare on non-domestic premises Registered with Ofsted: 09/08/2024 Registers: EYR, CCR, VCR Registered person: Cherry Tree Nursery GB 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 a positive environment, where children understand and follow high expectations for behaviour. Well-established routines help children know what is expected of them and enable them to move confidently between activities. For example, children independently sign themselves in, put their belongings away and settle quickly into calm activities as they arrive. They demonstrate kindness, use manners consistently and take turns in conversations and games. This helps children develop confidence, independence and respectful relationships.

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Behaviour, attitudes and establishing routines Strong standard

Children form warm, trusting relationships with staff and enjoy playing collaboratively with children of different ages. For example, they wait patiently for others before activities begin, explain the rules of games to their friends and confidently make choices about how they would like to play. Staff support children with special educational needs and/or disabilities to understand routines and manage their emotions using familiar strategies that reflect children's individual needs. This helps all children participate successfully, develop self- regulation and feel included within the club community.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote the importance of regular attendance and punctuality through effective partnerships with parents and the school. They help families understand that regular attendance enables children to benefit fully from the club's enriching experiences, develop secure friendships and feel part of the club community. As a result, children demonstrate positive attitudes to learning and play, behave responsibly and contribute positively to the welcoming culture of the club.

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Children's welfare and wellbeing Strong standard

Leaders place children's welfare and wellbeing at the heart of the club. Staff know children exceptionally well and build warm, trusting relationships that help children feel safe, valued and secure. They take time to talk with children about their day, encourage them to share their thoughts and feelings and provide reassurance when needed. Staff use familiar strategies, developed in partnership with the school, to help children regulate their emotions. This helps children, including children with special educational needs and/or disabilities, feel calm, develop emotional resilience and participate confidently in club life.

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Children's welfare and wellbeing Strong standard

Children develop healthy habits and learn how to keep themselves safe through well- established daily routines. For example, they wash their hands before eating, sit while enjoying their snack and spread butter safely using knives. They independently clear away their plates and cups when they have finished. These experiences help children develop independence, responsibility and an understanding of how to care for themselves and others.

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Children's welfare and wellbeing Strong standard

Children benefit from a wide range of experiences that promote their physical and emotional wellbeing. They enjoy playing outdoors, running across the field, blowing bubbles, drawing, building models and solving problems together through games. Children of different ages play cooperatively, help one another and form secure friendships. As a result, children are happy, confident and emotionally secure. They enjoy attending the club, develop healthy lifestyles and thrive in an environment where their wellbeing is given high priority.

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Inclusion Strong standard

Leaders create an inclusive culture, where all children feel welcomed, valued and able to participate fully in the life of the club. They identify children who may face barriers to engagement and wellbeing at an early stage and work closely with parents, the school and other professionals to understand children's individual needs. Staff regularly share information with teachers about children's experiences during the school day and adapt their approach accordingly. This helps children settle quickly, feel secure and access the club's experiences successfully.

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Inclusion Strong standard

Staff know children well and make thoughtful adaptations that enable all children to join in alongside their friends. For example, they provide familiar activities, such as building with construction blocks, to help children regulate their emotions independently before engaging in wider activities. They also adapt food to meet children's individual dietary preferences and use consistent strategies developed with the school to support children's emotional wellbeing. This helps children, including children with special educational needs and/or disabilities (SEND), feel calm, develop confidence and participate fully in club life.

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Inclusion Strong standard

Leaders review children's needs regularly and work in close partnership with families and the school to reduce barriers as they arise. Younger and older children play happily together, building positive relationships within an environment, where everyone belongs. As a result, children with SEND and those who may face barriers to engagement and wellbeing, access the same enriching experiences as their peers, develop confidence and thrive within the club community.

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Leadership and governance Strong standard

Leaders have a clear vision for the club and establish high expectations that create a calm, welcoming and inclusive environment for children. They have managed the recent change in leadership effectively, ensuring continuity for children, families and staff. Leaders work closely with the school to share information about children's experiences and individual needs. This helps children experience a smooth transition from the school day into the club, where they feel secure, valued and ready to participate.

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Leadership and governance Strong standard

Leaders create a positive culture, where staff feel supported, valued and confident in their roles. They prioritise staff wellbeing through regular wellbeing check ins, opportunities for professional discussion and access to mental health support. Leaders provide regular supervision, structured inductions and professional development, including training delivered in partnership with the school. This helps staff strengthen their knowledge and skills, enabling them to provide high-quality care that meets children's individual needs.

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Leadership and governance Strong standard

Leaders establish rigorous systems to ensure children are cared for by suitable adults. Robust safer recruitment procedures, thorough inductions and regular suitability checks help maintain a safe environment for children. Leaders also develop highly effective partnerships with parents and the wider school community. Parents speak positively about the care their children receive and value the warm relationships they have with staff. As a result, leaders create a harmonious 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 at the club and are warmly welcomed by staff, who know them well. They confidently sign themselves in before settling into calm activities, such as drawing, building with construction toys and completing puzzles while they wait for their friends to arrive. Children quickly follow familiar routines, put their belongings away independently and enjoy being part of the club community. They enjoy attending regularly and are often reluctant to leave at the end of the session because they are fully engaged in their play and friendships. Children with special educational needs and/or disabilities, and those who may face barriers to engagement and wellbeing, feel equally welcomed and quickly join in with the experiences on offer. Their families appreciate the warm welcome they receive and the positive relationships staff build with them and their children.

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

Children enjoy spending time with friends of different ages and confidently make choices about how they would like to play. They work together to solve problems, share ideas and encourage one another during games and activities. For example, children confidently explain the rules of games to others, compare the lengths of their ice poles using mathematical language and proudly talk about what they have learned at school. They listen respectfully, take turns in conversations and celebrate each other's successes. This helps children develop confidence, communication skills and positive friendships.

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

Children benefit from an environment where everyone is included and supported to succeed. Staff understand children's individual needs and adapt experiences so all children can take part. For example, children who enjoy quieter, focused activities spend sustained periods concentrating as they complete puzzles. Children happily play outdoors, chase bubbles across the field, care for plants by reusing water from the water tray and confidently take responsibility for everyday tasks, such as clearing away after snack. These experiences help children develop independence, learn to care for the world around them and

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Cherry Tree Nursery GB Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00 understand that they all play an important part in the club. As a result, children leave each day feeling happy, secure and excited to return.

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Next steps

Leaders should enhance the already excellent provision for children to engage in sustainability and community activities to further strengthen their awareness of others and the world around them.

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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. Local authority: Bexley

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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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