Mud Club

Mud Club

Unique reference number (URN): 2793839 Address: Long Meadow Allotments, Riverview Park, London, SE6 4PL Type: Childcare on non-domestic premises Registered with Ofsted: 28/06/2024 Registers: EYR, CCR, VCR Registered person: Mud Club LLP

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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 consistently implement effective routines which support all children including those with special educational needs and/or disabilities (SEND) and those who may face barriers to their learning. Leaders ethos is to promote children's autonomy at the club and fully engage them in making informed decisions, such as adjusting the rules if new situations arise to ensure everybody is kept safe. This embedded practice supports children to work together collaboratively, listen to different points of view and feel a sense of belonging. At the beginning of the day, staff actively discuss the rules with children, they keenly participate and share different rules. Children demonstrate they fully understand that these are in place to help keep them safe.

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Behaviour, attitudes and establishing routines Strong standard

Children including those with SEND build positive attitudes to their play and learning. They are supported to interact with their peers and share resources. Older children are patient, kind and supportive to their younger peers and include them during team games and activities. Leaders are extremely supportive and act as positive role models to help children learn to adapt their emotions. They identify triggers quickly and support children to take time out and use space when they need to self-regulate. This ensures children can re-engage when they are ready and fully benefit from their time at the club. Leaders work with parents to follow up on absences and punctuality. This partnership helps establish regular attendance to support children's learning.

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Inclusion Strong standard

Leaders have created an embedded culture of inclusion and strive to ensure they meet children's individual needs. They work with parents to support children with special educational needs and/or disabilities and those who may face barriers to their learning to be able to attend. This means that their approach to settling in is flexible and allows parents to stay with their children at the start if required to ensure all children feel safe and confident to continue with the sessions.

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Inclusion Strong standard

Leaders work collaboratively with parents to support children who have an education, health, care plan (ECHP) in place to work towards their targets and provide regular and detailed feedback. Leaders have supported parents of children without EHCPs through the process and helped them to secure funding for their children to access the club as part of their plan.

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Inclusion Strong standard

Leaders continually adjust their teaching practices and use the environment to support children to interact with their peers, explore with nature and increase their confidence. Learning experiences such as foraging, picking fruit and making campfires have supported children with SEND to build their self-belief and develop friendships which in turn has increased their social interactions and lowered some children's levels of anxiety.

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Children's welfare and wellbeing Expected standard

Children bring in packed lunches and snacks from home and leaders support children who may face difficulties around eating. Leaders do not consistently promote healthy eating choices across the setting. They do not routinely provide parents with clear information about balanced lunchboxes or guidance on what supports children's wellbeing. Leaders do not consistently educate children about healthy choices during daily routines. As a result, some children bring food that is high in sugar, salt or additives and they do not always understand how these choices affect their health. Staff follow safer eating practices and ensure children are fully supervised whilst eating. Activities planned at the setting include cooking, making pesto, elderflower cordial and picking and eating fruit are nutritious options and build on children's understanding of not needing to add additives.

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Children's welfare and wellbeing Expected standard

An effective key person system is in place to support all children who attend. Children including those with special educational needs and/or disabilities are supported to build strong attachments. Staff get to know children well from the start and are very attentive to their changing needs. This ensures children feel safe and secure and build on their confidence and emotional wellbeing.

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Children's welfare and wellbeing Expected standard

Children benefit from social interactions and physical play to support their mental wellbeing. For example, children climb across the strap lines between trees, play games and swing in hammocks. Children learn to manage risks and face challenges as they play. They discuss how many children can safely use equipment at one time and adhere to the decisions. All children understand the importance of washing their hands after activities and using the toilet and before eating food. They also drink water regularly to stay hydrated, especially in hot weather.

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Leadership and governance Expected standard

Leaders do not have a clear strategic plan in place to actively drive forward the setting to reach an even higher standard. For example, addressing healthy eating for all children. They have a reasonable understanding of the settings strengths and areas for development and have high ambitions for all children. Leaders make changes and update policies to ensure they reflect their provision more effectively and ensure all staff are kept updated with any changes in requirements.

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Leadership and governance Expected standard

Staff have regular access to continued professional development to support them to increase their knowledge and skills. Leaders identify this through observations and through supervisions. Currently they are looking to increase staff's understanding and confidence with supporting children's learning with mathematics and literacy in the outside environment. Staff are supported by leaders to manage their workloads and support their wellbeing.

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Leadership and governance Expected standard

Leaders are passionate about their role in supporting children with special educational needs and/or disabilities to ensure they make progress from their starting points and feel valued and included in their learning. They work well with parents to provide a two way dialogue which keeps both sides up to date with children's learning and wellbeing. Leaders sign post to other professionals and seek help and support when needed.

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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 including those with special educational needs and/or disabilities (SEND) and those who may face barriers to their learning benefit from spending time at Mud Club. Children are either home schooled or flexi schooled and attend a daytime session here once a week. Children are warmly welcomed on arrival and parents and children share any updates with staff to support their mental health and wellbeing.

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

All children enjoy participating in a wide range of activities and experiences in the outdoor environment which builds on their existing knowledge and skills. For example, children use a range of tools such as hammers and nails to demonstrate their creative skills. They join different sized pieces of wood together and add other natural resources to make a range of impressive structures. Children proudly show off their creations, receive praise and talk to staff about what they have made.

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

Children increase their physical skills and stay active. They thoroughly enjoy using the rope swing with the sprinkler and climb into large buckets of water to cool down. Children make muddy puddles and explore the different textures and sensory experiences. This aids their learning and social interactions. Younger children enjoy playing bug bingo games with adults, draw together and use magnifying glasses to look at insects. Activities are skilfully tailored to support individual children's needs, promoting interest and increasing concentration.

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

All children make significant progress from their starting points. Children have overcome a range of barriers to their learning to be able to attend. They share that they have made friends, feel safe and enjoy attending and could share any concerns they have with an adult. Children benefit from the added space to play and learn and feel supported to manage their behaviour and emotions. Children feel a sense of belonging and that the club has become 'theirs'.

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Next steps

Leaders should promote healthy eating practices consistently to benefit all children's wellbeing. Leaders should strengthen their overview of the settings areas for development to ensure they make timely improvements to benefit the children and raise the standards even higher.

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About this inspection

The inspector spoke with leaders, staff, children and parents and read reviews 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 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:

Long Meadow Allotments Riverview Park London SE6 4PL

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Wednesday : 10:00 - 15:00,Saturday : 12:15 - 15:15

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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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