Magna Extended Schools at St Joseph's Catholic Primary School (SE16)

Primary School (SE16)

Unique reference number (URN): 2805890 Address: St. Josephs RC Primary School, Gomm Road, LONDON, SE16 2TY Type: Childcare on non-domestic premises Registered with Ofsted: 04/09/2024 Registers: EYR, CCR, VCR Registered person: Magna Groups Enterprises 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 Strong standard

Leaders establish a highly inclusive and nurturing environment, where children and their families feel welcomed, respected and valued. Children frequently demonstrate positive behaviour. They cooperate well with their peers and show respect for others.

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Behaviour, attitudes and establishing routines Strong standard

Children have a secure understanding of the club's expectations for behaviour. They routinely demonstrate independence, responsibility and respect for the rules. All children demonstrate highly positive attitudes and excellent behaviour. Children learn right from wrong through quality interactions and planned experiences. They apply this knowledge confidently in the daily choices they make. This reflects the club's values and high expectations. This inclusive out-of-school club operates highly effective routines that are firmly embedded in daily practice. Staff use a range of highly effective strategies, making appropriate adjustments to meet the needs of children with special educational needs and/or disabilities, as well as other vulnerable children. For example, staff use one word and one action to support children to follow instructions. When children arrive, they carefully put away their things and then wash their hands right away. They tidy away resources without

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Behaviour, attitudes and establishing routines Strong standard

prompting and treat everyone with kindness. Children say the host school's prayer before meals. This helps them feel a sense of belonging and keeps key routines consistent. This contributes to a calm, purposeful and rewarding environment.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have effective systems to check attendance, which promote regular participation. Staff serve as effective role models. They invest time to talk to the children about how they are feeling, and they listen with focused attention. Staff develop nurturing and positive relationships with children. Children feel valued and really improve their social skills and relationships.

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Children's welfare and wellbeing Strong standard

The club has a well-established and effective key-person system for younger children. This system ensures they receive consistent support and develop secure, trusting relationships with familiar adults. Staff know each child incredibly well. This means they can personalise and adapt their experiences, so they feel included.

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Children's welfare and wellbeing Strong standard

Children have a wide range of opportunities to develop their physical skills. They delight in using the dedicated outdoor areas to run, climb, crawl and balance. Children enjoy water play and join 'make and bake' activities. This helps them understand the world around them. They design their own pencil cases, allowing them to express themselves creatively. Children show high levels of wellbeing and involvement.

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Children's welfare and wellbeing Strong standard

Children enjoy nutritionally balanced food and learn how to care for their personal hygiene. Children understand they need to wash their hands before eating and after using the toilet. Children use equipment correctly without prompting and clear away the resources they have used. As a result, children grasp what it means to lead a healthy lifestyle and understand ways to keep themselves safe. Close, effective partnerships with parents and the host school ensure that children receive high-quality care. The club provides a highly effective environment. It is thoughtfully organised. Children feel safe, nurtured and included.

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Inclusion Strong standard

The out-of-school club's ethos and staff practice foster a highly impactful and inspirational culture of inclusion. Leaders adopt a proactive approach to ensure the inclusion of all children. They work collaboratively with the host school. They harness essential information through regular meetings and reviews, so that every child can achieve while in their care. Where necessary, leaders liaise with other professionals to identify and address barriers faced by children with special educational needs and/or disabilities (SEND). These strong partnerships ensure all children can access the club. They help children participate and gain maximum benefits from what the club offers.

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Inclusion Strong standard

Leaders and staff take extra training to boost their knowledge and skills. For example, they participate in enhanced allergy management and anaphylaxis training. They also partake in a variety of training that equips them to care for children with a range of sensory, physical or interaction needs. The impact of this training helps staff to fully support children with SEND and other learning or development barriers. Staff adapt activities and use resources well. This ensures all children can join in and enjoy their time at the club. Staff reflect key strategies from the host school. This helps ensure children receive consistent care and the right support for their development.

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Inclusion Strong standard

Staff talk to children calmly and patiently. This helps children feel secure, valued and understood. Leaders and staff are dedicated to creating an inclusive, high-quality environment. This helps every child thrive.

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Leadership and governance Strong standard

Leadership and governance of the out-of-school provision are extremely effective. Leaders commit to ensuring that children are happy, safe and well cared for. They follow a robust recruitment process to appoint staff with the right skills, experience and values. Leaders have a clear vision and focus on improvement. They regularly reflect, evaluate and review what they offer. They have an accurate understanding of the club's strengths. They identify priorities for development that drive ongoing improvement. For example, they design cycles of professional development for staff. This strengthens staff confidence and enhances their knowledge and skills, which results in a positive impact on children's overall development.

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Leadership and governance Strong standard

Leaders maintain a safe environment by ensuring secure premises, well-maintained resources and effective communication systems. They make sure policies and procedures are clear, reviewed often and understood by all staff. Staff understand their duty of care and consistently promote the safety, welfare and wellbeing of every child. They conduct comprehensive daily risk assessments and site safety checks. This contributes to keeping children safe.

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Leadership and governance Strong standard

Leaders recognise the valuable experience and expertise of staff. This includes specialists, who possess particular expertise in sport and the creative arts. Leaders demonstrate their support for staff's continued professional development. Leaders provide regular, impactful supervision sessions. They hold these sessions to talk about concerns. They work in unison with staff to set goals and find training opportunities. Leaders encourage staff to build their knowledge and skills. They monitor practice on a regular basis to ensure high standards are maintained. For example, staff are observed regularly and encouraged to reflect on feedback. They participate in a robust cycle of training, supervision and support. Staff report feeling highly satisfied and well supported by their leaders. They say 'It is a great place to work.' Feedback from parents and carers is highly positive. Parents say that the quality of

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Leadership and governance Strong standard

care is 'excellent'. They explain that their children love attending the club because of its enriching activities and the nurturing staff.

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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 thrive at this dynamic out-of-school club. They experience a wide range of sporting, creative, active and adventure-style activities that support their overall development. Children arrive with enthusiasm, prepared to engage in the rich range of experiences on offer. Children demonstrate high levels of confidence, happiness and independence. Children are made to feel welcome and thrive in the care of calm and attentive staff. Children's individual needs are recognised, especially those who need extra support. Children swiftly receive additional help and guidance, due to the highly effective systems established by the leadership team.

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

Children settle immediately and make purposeful choices in their play. Children form strong, trusting bonds with caring staff. They feel safe, secure and valued. Children's emotional wellbeing is a high priority and staff strive to ensure every child feels included. Children confidently seek support. They eagerly take part in activities and show curiosity and resilience towards new experiences.

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

Children benefit from opportunities that promote their physical development, social skills and accelerate their communication and language. They participate in activities that allow them to play together in a cooperative and collaborative manner. All children participate with enthusiasm and develop new skills. Children enjoy building structures and braiding dolls' hair in the role-play salon. They learn to tie knots, thread and sew. This builds their motor skills and develops their hand–eye coordination. Children smile happily as they show their creativity by designing their own pencil cases. Children love to play in the outdoor area. It helps them climb, balance and build core strength and coordination.

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Address:

St. Josephs RC Primary School Gomm Road LONDON SE16 2TY

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Magna Groups Enterprises Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 18:00

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, staff, the headteacher of the host school, 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.

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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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