Hallsville After School Club

Hallsville After School Club

Unique reference number (URN): 2703383 Address: Hallsville Primary School, Radland Road, London, E16 1LN Type: Childcare on non-domestic premises Registered with Ofsted: 12/09/2022 Registers: EYR, CCR, VCR Registered person: GSJM Sports 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 clear expectations for behaviour and establish routines that help children feel settled and know what to expect. At the start of each session, staff welcome children and explain how the day is organised. They discuss expectations for behaviour and encourage children to share their own ideas about how everyone can work and play together. This helps children understand the routines of the club and contributes to a positive atmosphere.

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Behaviour, attitudes and establishing routines Expected standard

Staff are typically calm and consistent in their approach. They are positive role models and treat children with kindness and respect. As a result, children respond well to staff and build positive relationships with adults and their peers. Staff give children reminders before activities or games come to an end, helping them prepare for changes in routine and to move between activities with minimal disruption. Children are encouraged to work together through team games and group activities. Staff promote cooperation and provide opportunities for children to support one another. Children celebrate each other's achievements, offer encouragement and show kindness during play. This helps create a welcoming and harmonious environment where children feel comfortable.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well, engage positively in activities, listen to staff and show consideration for others. As a result, the club environment is a place where children feel secure and enjoy attending.

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Children's welfare and wellbeing Expected standard

Leaders place children's welfare and wellbeing at the centre of the provision. They ensure the environment is safe and support staff to understand their responsibilities for protecting children. Risk assessments are completed and reviewed regularly to help identify and reduce potential hazards, enabling children to play safely throughout the sessions.

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Children's welfare and wellbeing Expected standard

Staff promote healthy lifestyles through the daily routine. All children have regular opportunities to play outdoors and take part in a range of physical activities that encourage an active lifestyle. Staff remind children to wash their hands before eating, encourage positive hygiene practices and ensure drinking water is readily available throughout the day. They also work with parents and carers to promote healthy lunch boxes and snacks, helping children make healthy choices while attending the club.

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Children's welfare and wellbeing Expected standard

Children enjoy spending time with their friends and generally engage well in the activities provided. Staff are approachable and offer reassurance when children need support. However, the arrangements for supporting younger children are not yet fully embedded. Although children are welcomed into the club, staff do not always respond quickly enough to younger, less confident children, who need additional encouragement to join activities or build relationships with others. As a result, some children do not always receive timely support to help them join in confidently with activities and play alongside their peers.

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Inclusion Expected standard

Leaders have developed systems to gather information from parents and carers about children's individual needs before they attend the club. Staff use this information to understand how best to support children and make suitable adjustments where needed. Parents are encouraged to share information that helps staff provide appropriate care and support.

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Inclusion Expected standard

Staff typically have an inclusive approach and support children with special educational needs and/or disabilities (SEND) to take part in the activities on offer. They adapt activities and routines where appropriate so children can join in with confidence. Staff use the information shared by parents to identify and address children's individual needs during their time at the club. Leaders liaise with link schools to share relevant information and help ensure support is coordinated for children who attend different settings. Staff complete training to develop their understanding of SEND and use what they learn to support children's individual needs in practice. Where appropriate, they also follow advice from other professionals to help meet children's needs.

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Inclusion Expected standard

Children with SEND are welcomed into the club and are supported to take part in the daily routine. Staff make reasonable adjustments where needed to reduce barriers to participation. As a result, children are settled, participate in the activities on offer and typically receive support that reflects their individual needs.

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Leadership and governance Expected standard

Leaders typically provide an inclusive environment where children and families feel welcomed. They have appropriate procedures to check staff suitability, ensuring recruitment and ongoing checks meet statutory requirements. Leaders maintain positive partnerships with parents and carers, sharing essential information about children's experiences at the club. Parents report that their children enjoy attending the club and find that it is well organised and managed.

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Leadership and governance Expected standard

Staff complete the training required for their roles, including safeguarding and supporting children's behaviour. Leaders engage with other professionals and support staff in understanding expectations so that care routines are carried out appropriately. Staff say they enjoy working at the club and feel valued and supported by the leadership team. However, leaders have not fully considered how self-evaluation could be used more effectively to review and improve the quality of care. Although some reflection takes place, it is not yet used effectively to identify areas for improvement. As a result, leaders do not have a clear overview of how well the provision meets all children's needs, for example, those of younger children.

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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 and families experience a friendly, inclusive and welcoming environment at the club. They settle into the routine and show that they feel comfortable with staff and other children. Staff are kind and considerate, which helps children feel at ease during their time at the setting. Children move around safely and understand what is expected of them.

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

Children are sociable and enjoy spending time with their friends. They include others in their play and show positive social skills, such as taking turns and sharing equipment. During team games, children cooperate well and show enjoyment in shared activities. They

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Address:

Hallsville Primary School Radland Road particularly enjoy bench-ball, where they practise simple skills, cheer each other on and celebrate small successes. These experiences help children to feel part of the group. Children also choose quieter activities. They sit together to draw or complete small, creative tasks, talking about their ideas and sharing resources. These calmer opportunities allow children to relax and spend time with friends in a comfortable way.

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Address:

Children demonstrate positive, respectful behaviour. They listen to expectations and respond appropriately. They show awareness of others' feelings and offer help or encouragement when needed. Staff model respectful interactions, which support children to understand expectations. Children enjoy the variety of activities available. Staff plan experiences that add interest to the day, such as superhero-themed events, which give children opportunities to play together in imaginative ways. Overall, children achieve, belong and thrive during their time at the club.

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Next steps

Leaders should continue to strengthen the key-person system, to further support younger children to feel settled, secure and supported during their time at the club. Leaders should strengthen self-evaluation processes to identify strengths and areas for development, to enhance the quality of the provision and outcomes for children.

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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. London E16 1LN Type: Childcare on non-domestic premises

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:30

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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

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

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