Sutton Out of School Club

Sutton Out of School Club

Unique reference number (URN): 2809085 Address: Robin Hood Junior School, Sutton, SM1 1RL Type: Childcare on non-domestic premises Registered with Ofsted: 07/10/2024 Registers: EYR, CCR, VCR Registered person: London Borough of Sutton

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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

Children play and relax in the warm nurturing club. Staff ensure that children are welcomed into an environment that is calm, respectful and has a happy atmosphere. Children are very familiar with the consistent routines and confidently store their personal belongings on arrival. Children have a high regard for staff and their peers. They know and understand behavioural expectations, which they positively adhere to. Staff are very mindful and flexible in their approach. They consider children's ages, circumstances and development when they provide support. An effective key-person system is in place, which helps younger children to foster positive bonds with trusted staff who guide and support them extremely well. Children negotiate well between themselves. They discuss and advise each other as they play and take turns in their games.

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Behaviour, attitudes and establishing routines Strong standard

Children develop healthy habits. They know the importance of handwashing when they arrive and before they have snack. Even the youngest children take care of their personal needs with confidence. They have a selection of healthy food choices, which staff encourage children to choose from. Children understand the consistent routines of the club. These are securely embedded in practice. Staff are friendly and calm role models. They offer children calm reassurance when needed, which helps children to feel safe and secure. There is a warm, sociable and positive culture in the club between children and staff. They know to wait, share, help each other and take turns, which enhances children's enjoyment and experience. Leaders prioritise attendance to ensure children's wellbeing and participation.

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Children's welfare and wellbeing Strong standard

Children benefit from a variety of physical activities outdoors. They enthusiastically participate in team sports, games and other activities. These keep children active, engaged and provide opportunities to let off steam after a busy day at school. Staff organise daily structured activities, such as ball games. They also provide children with bubbles, where they chase them around and jump to catch and burst them. Children also have quite comfortable spaces for those who prefer, for example, to dig the soil, or participate in tabletop activities, rest and recharge.

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Children's welfare and wellbeing Strong standard

Children are supported to develop their understanding of caring for themselves. For example, staff have discussions about oral hygiene, which helps to encourage children's awareness of their health and wellbeing. Children demonstrate positive attitudes to healthy lifestyles and develop a secure understanding of how to keep safe and healthy. For example, they have their water bottle topped up with fresh drinking water, which they have throughout the session. They also know to wear their hat when they are outside in the heat. Staff supervise children well and ensure they are reminded of how to use some of the resources safely.

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Children's welfare and wellbeing Strong standard

During snack time, staff are vigilant with children's allergies or dietary needs. Older children support the younger children, and this helps them to develop a sense of belonging. Staff are kind and caring, they listen to the children and respond to their requests. Children have established secure relationships with staff. Children's emotional wellbeing is a priority. They are encouraged to communicate their feelings and emotions and are supported appropriately. Children thrive in this caring and inclusive environment where their wellbeing and welfare are prioritised.

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Inclusion Strong standard

Leaders promote an inclusive culture in the environment, where all children are warmly welcomed and can participate fully. Leaders promote and prioritise communication with parents and carers, and class teachers. This helps to enhance the thorough partnerships and collaborative approach that is already implemented to support children.

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Inclusion Strong standard

Leaders ensure that during the registration process, they gain robust information about children's unique needs, cultural background and abilities. Leaders have also established positive, professional working relationships with the teacher and staff at the host school, who welcome the club's presence. This helps leaders respond effectively and ensures continuity of care.

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Inclusion Strong standard

Staff identify children who may need additional help, such as younger children attending, or those who may face barriers to learning and/or wellbeing. They make thoughtful adjustments to ensure that children with special educational needs and/or disabilities can fully enjoy the activities and experiences provided. Staff are effectively deployed to help ensure children are highly supervised and safely supported. Staff adapt routines and resources so that every child can join in. This helps children to develop independence and succeed during tasks.

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Leadership and governance Strong standard

Leaders are effective and well established. They maintain a comprehensive overview of all aspects of the provision and daily practice. There is a clear management structure in place. The manager and staff are extremely well supported in their role. They work effectively as a team and have an embedded culture of reflection and self-evaluation. There is a shared desire to provide children with the highest quality care and to strive for excellence. All practice is monitored and evaluated. For example, staff attend training, have daily meetings and regular supervision with the leader. These enhance staff's professional development, and helps to maintain consistency and accountability. Leaders are realistic in their strengths and can identify areas to develop further. For example, they have identified opportunities to build further on the club's already effective induction arrangements, so that children who are

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Leadership and governance Strong standard

new to the club settle even more quickly and confidently. They are responsive to any feedback provided from the children, parents and carers or the staff team. Leaders work closely with the host school to support continuity of care and smooth daily transitions. Systems are well organised, enabling leaders to respond promptly to any issues that arise and ensure the setting runs efficiently.

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Leadership and governance Strong standard

A robust recruitment and induction process ensures that staff are confident and are prepared, ready and suitable for their role. Leaders place a strong emphasis on staff wellbeing. Staff speak positively about their role. They say they receive consistent support from the leadership team. They feel valued and listened to and have access to continuous professional development opportunities. This enables them to further develop their skills and knowledge.

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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 are excited to attend the after-school club and have a vast amount of fun. They are confident, happy and arrive with enthusiasm to participate in all activities provided. They are welcomed by calm and attentive staff who know them well. The robust systems in place

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About this setting

ensure that staff have a secure knowledge and information regarding children's individual needs and abilities, including those who may have barriers to learning or wellbeing. Children effortlessly join-in activities of their choice. They settle quickly and engage in conversations with staff and friends about their busy day at school. Staff are aware of younger children and those who require additional support. They ensure they receive gentle guidance and support when needed.

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About this setting

Children have formed positive and trusting relationships with the dedicated staff. Young children receive excellent attention to ensure they feel safe, secure and are fully included in all that is available. They confidently approach staff if they need support or help. Staff are nurturing and they respond sensitively, supporting children's emotional wellbeing. This helps children to relax, fully participate and enjoy their time at club. Children show curiosity and have a very positive attitude to participating in new opportunities and learning new things. The club provides children with a wide variety of sport opportunities. For example, children thoroughly enjoy their time outdoors participating in a wide selection of activities. They listen intently to the rules of the game and guidance provided. They patiently take turns as they learn the skill of the different games. Older children are considerate of the younger children.

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About this setting

They show kindness and are genuinely pleased when they do well. Children show increasing independence and empathy toward each other. Their behaviour is exemplary. Leaders are aware of the importance of attendance of those booked to attend the club. They follow systems in place and work in partnership with the school, parents and carers to ensure children's attendance and wellbeing.

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Next steps

Leaders should continue to build on the systems that are in place to maintain consistently high practice that supports children to continue to enjoy their time at the club.

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About this inspection

The inspector spoke with leaders, staff, parents 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. Unique reference number (URN): 2809085

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: London Borough of Sutton

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Address:

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

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

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