The Little Creators Club

TLCC at Malvern Way

Unique reference number (URN): 2742827 Address: Malvern Way Infant and Nursery School, Malvern Way, Croxley Green, WD3 3QQ Type: Childcare on non-domestic premises Registered with Ofsted: 17/08/2023 Registers: EYR, CCR, VCR Registered person: The Little Creators Club 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 Expected standard

On the whole, children behave well in the after-school club. Leaders and staff encourage children to value positive behaviours and abide by the ethos of 'kind words' and 'kind actions'. They typically reinforce these desirable qualities through discussions and by providing praise when they see children display them.

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Behaviour, attitudes and establishing routines Expected standard

Staff use daily group sessions to reinforce behaviour expectations and develop a collaborative ethos to club life. Children attend from various schools and staff bring them all together at points to discuss their various routines and events of the day.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate close attachments to staff. They approach their key person when in need of support or comfort, such as when they get tired after their busy day. Children enjoy the time they spend with staff, and express excitement at exploring games with them. For example, children are eager to show staff a new card game they have recently learned.

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Behaviour, attitudes and establishing routines Expected standard

Leaders monitor children's attendance closely. They work with parents and staff at the schools to ensure information about children's attendance is shared effectively. This means that staff have oversight of children's individual circumstances that they can incorporate into their planning. For example, staff create quieter play areas, where children can relax if they are tired.

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Inclusion Expected standard

Staff generally consider the needs of children with special educational needs and/or disabilities (SEND) well when organising the environment and activities for the day. Staff observe children regularly and identify their needs, including possible triggers to their behaviour. They use this knowledge to inform their daily planning and ensure the club's environment and activities are suitable for all children who attend.

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Inclusion Expected standard

Leaders and staff have good relationships with the schools they collect children from. They regularly exchange key information about how the children have been during their school day, including any events that may have an impact on their emotions or behaviour. Staff form effective parent partnerships to enable them to have a secure insight into children's early experiences and their unique needs. These relationships provide a collaborative and consistent approach to supporting children.

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Inclusion Expected standard

Leaders ensure that staff have the knowledge and skills to fully support the needs of all children. Staff complete additional training programmes based on the current cohort of children who attend. For example, staff access courses to help them to meet the needs of children with SEND as well as supporting the development of the youngest children who attend.

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Children's welfare and wellbeing Urgent improvement

Leaders have not sufficiently considered the safety and welfare of children, when staff collect them from their school. They have failed to identify all possible risks to children within the current routine to ensure their safety.

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Children's welfare and wellbeing Urgent improvement

Staff consider children's emotional wellbeing during sessions. They identify when children may be quieter than usual and are swift to encourage them to explore their emotions and vocalise their feelings.

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Children's welfare and wellbeing Urgent improvement

Snack time routines support children to develop a good understanding of healthy eating. Children enjoy a substantial, freshly prepared snack alongside their peers, with staff on hand to monitor their safety when eating. Staff organise the preparation of food well to support children's varied dietary requirements, including any allergies they may have.

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Children's welfare and wellbeing Urgent improvement

Staff meet the needs of children with special educational needs and/or disabilities and those with medical needs. They complete additional training to support children with any specific dietary needs, and procedures around the administration of regular medicines are monitored closely.

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Children's welfare and wellbeing Urgent improvement

Children have daily access to exciting outdoor play experiences as well as physical play opportunities indoors. They enjoy activities such as football, table tennis and skipping. Staff monitor these games well and use them to explore safety considerations with children. For example, children are learning to use skipping ropes safely with close supervision from staff.

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Leadership and governance Urgent improvement

Leaders have failed to fulfil their responsibility to ensure children are not exposed to risks. Leaders have failed to identify and act upon potential hazards associated with transporting children safely from other schools to the club premises.

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Leadership and governance Urgent improvement

Leaders complete regular supervision sessions with staff to monitor their wellbeing and practice. They identify additional training opportunities that will enhance staff knowledge and promote their development. For example, staff access training to support children with special educational needs and/or disabilities (SEND), as well as specific early years programmes.

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Leadership and governance Urgent improvement

Leaders reflect on written and verbal feedback from children and use this information to provide activities and resources that support their changing interests. For example, they have improved their outdoor play provision to allow children further access to physical activities after their day in school. This ensures children are engaged in purposeful play during their sessions.

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Leadership and governance Urgent improvement

Partnerships with the host school and other schools that children attend are effective. Leaders work alongside teaching staff to identify and support children's changing emotions and anticipate any triggers to their behaviour. This supports the needs and wellbeing of all children, particularly children with SEND.

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Compulsory Childcare Register requirements

This setting has not 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 not 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

Leaders have not sufficiently considered the safety and welfare of children when staff collect them from their school. They have failed to identify all possible risks to children within the current routine to ensure their safety. Children engage in purposeful play throughout their time at the after-school club, creating a calm and harmonious atmosphere. They join in activities that support their varied interests. Staff consider children's opinions well when planning an interesting play environment. Throughout the session, children can post their ideas and preferences for play in a feedback box that staff review and act on.

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

Children enjoy the company of their friends and play cooperatively with their peers. For example, children create a dentist's role-play area where they take turns to be the dentist, and staff support their understanding of healthy eating and oral hygiene. Those who are feeling more energetic organise football matches and skipping competitions among themselves.

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

Children form close relationships with staff, who are responsive to their needs. The youngest children who attend, and those with special educational needs and/or disabilities (SEND), are allocated a named member of staff. This provides children with individual support to promote their emotional wellbeing and ensure they settle well at the club.

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

Children with SEND participate well in all activities because staff introduce strategies that are based on children's specific needs. For example, staff adapt group sessions by incorporating additional resources, such as fidget toys, to help children engage and contribute to discussions.

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

Children are confident in their club environment. They follow the routines well when they arrive, knowing where to place their possessions safely and joining their friends and staff for group time. Children are happy to share their experiences of their after-school club. They highlight their favourite activities and snacks, and introduce their friends from the host school as well as from other schools that attend.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date:

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Action Completion Date

take all reasonable steps to ensure children are not exposed to risks, particularly when transporting children in vehicles 07/05/2026

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About this inspection

The inspector spoke with leaders, practitioners and parents during the inspection.

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Address:

Malvern Way Infant and Nursery School Malvern Way Croxley Green WD3 3QQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Little Creators Club Ltd

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Address:

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

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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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3 to 11

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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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

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

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