Teachsport Myatt Garden

Teachsport Myatt Garden

Unique reference number (URN): 2828117 Address: Myatt Garden Primary School, Rokeby Road, LONDON, SE4 1DF Type: Childcare on non-domestic premises Registered with Ofsted: 12/02/2025 Registers: EYR, CCR, VCR Registered person: Teachsport Services 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

Children typically behave well at this lively and exciting holiday club. They are familiar and comfortable with the environment and generally understand the club's structure, rules and expectations. Staff build warm, positive relationships with all children. They use praise, reminders and varied tones of voice to keep children engaged, motivated and happy. Staff typically explain the rules of team games clearly and make thoughtful adaptations to ensure everyone can participate. For example, when playing football, staff introduced a rule that everyone had to receive a pass. This enabled younger children to participate alongside their older peers and develop a sense of belonging.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff intervene appropriately, when minor disagreements arise, and are skilled at helping children resolve conflicts. However, some staff are not always consistent in their approach. At times, staff react to children's emerging needs rather than anticipating them, meaning leaders need to step in. More thorough training and briefings would help ensure all staff understand children's needs, anticipate potential issues and apply the club's rules and expectations consistently.

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Behaviour, attitudes and establishing routines Expected standard

Staff promote regular attendance and punctuality through clear procedures for monitoring children's arrival and departure at the club. Leaders and staff understand the importance of following up unexplained absences and communicate appropriately with staff and parents when needed.

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Children's welfare and wellbeing Expected standard

Leaders place a high importance on children's welfare and wellbeing. Staff typically know the children well and are sensitive and responsive to their individual needs. They generally build positive relationships and bonds with children, helping them to feel secure, valued and confident to enjoy their time at the club. All Leaders and staff promote safer eating guidance clearly for all children. Children sit down and are carefully supervised during meal and snack times. Staff promote healthy choices and hydration. All children understand that they need to keep safe by staying out of the sun and applying sun cream themselves. Leaders have thoughtfully adjusted the holiday camp today to reflect the very hot weather.

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Children's welfare and wellbeing Expected standard

Leaders make thoughtful adjustments to routines, activities and the environment to ensure that children with special educational needs and/or disabilities, and those who may face barriers to participation, are fully included. Staff respond positively to changes that leaders identify and address, such as adapting the positioning of activities or responding to children's behaviour.

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Children's welfare and wellbeing Expected standard

The club has a lively and eventful atmosphere, which most children enjoy. However, some children require additional emotional support or encouragement to join in with the activities available, or older children. Leaders routinely check on these children and provide effective support, but this approach is not consistently demonstrated by all staff. As a result, some children do not consistently fully participate in the activities on offer. Overall, children enjoy participating in healthy routines and developing positive lifestyle habits at the holiday club. Staff encourage children to wash their hands before eating and use mealtimes as opportunities to discuss the importance of a healthy, balanced diet. They help children understand how making healthy choices supports their wellbeing.

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Inclusion Expected standard

Leaders and staff capture relevant information from parents at the start of the camp sign-up process. This enables parents to provide detailed information and ensures that staff at all levels understand each child's individual needs and requirements. Leaders and staff are diligent in promoting inclusion across the whole club. They liaise with external agencies and schools, where possible, to understand children's existing plans and implement suggested adaptations.

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Inclusion Expected standard

Staff keep routines simple and predictable. They provide children with plenty of warning, when activities are changing, and adapt activities so that all children can participate. Children who do not want to join organised team activities can become 'mini coaches', giving them a sense of responsibility and ownership. Children who take on this role thrive and become increasingly engaged throughout their day at the club. All children develop positive relationships with staff. This helps children feel valued, heard and secure throughout their time at the camp.

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Inclusion Expected standard

Leaders ensure that staff receive regular training to strengthen their understanding of inclusion and have opportunities to discuss inclusion as a team. However, staff do not yet consistently apply this professional development in their practice. Some staff recognise and anticipate children's needs more readily than others, meaning adaptations are not always made early enough. Leaders are actively coaching staff, but this approach has not yet had enough time to raise the quality consistently.

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Leadership and governance Expected standard

Leaders have a clear understanding of the club's strengths and are reflective about areas for development. They routinely seek the views of children, parents and carers, using their feedback to inform ongoing improvement. Parents and carers speak highly of staff and praise the club's inclusive approach and well-established routines. For example, leaders have introduced mini coaches to ensure that all children can participate in activities in ways that are appropriate to their individual needs. Leaders are aware of the holiday club's strengths and next steps and have plans in place to develop the club even further. Leaders work together to discuss effective ways to improve regularly.

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Leadership and governance Expected standard

Leaders promote attendance and punctuality effectively, particularly at collection times. Communication with parents and carers is clear and timely, and expectations are well understood. Leaders also create a positive culture in which staff feel valued and supported. They regularly check on staff wellbeing and prioritise professional development through training and regular team meetings. However, leaders do not yet use coaching and targeted professional development consistently to identify and address the individual development needs of staff. As a result, while leaders are highly responsive to emerging needs, some staff are less effective at anticipating when children require support to join in with activities.

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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 typically arrive at the club excited to start their session. They are familiar with the club's rules, layout and expectations. They greet their friends and quickly engage in organised sports activities. Children independently put away their lunch boxes, drinks and

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About this setting

bags before greeting their camp key worker. Children have a wide range of activities to choose from, such as large-scale board games, darts, team sports and arts and crafts. These help children play together, share and navigate the same space. Children are adept at self-directed tasks and are keen to share with the trusted adults.

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About this setting

Older and younger children play together harmoniously. They generally understand what is expected of them, and older children support younger children when needed. For example, during team games, older children ensure younger children receive the ball and have opportunities to shoot at the goal.

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About this setting

Children develop warm, responsive relationships with camp key workers. They confidently express their needs and are well supported by skilled adults. Children make independent choices during free play before joining age-appropriate teams for organised activities. Staff make appropriate adaptations so that all children can participate and feel included. For example ensuring everyone is passed to during football.

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About this setting

Children generally understand and follow the club's routines and expectations well. Parents speak very positively about the club and report that their children are happy to attend and benefit from the care and support provided by staff.

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Next steps

Leaders should ensure that staff fully understand their role in targeted briefings, coaching and professional development, and ensure it is applied consistently in practice. Leaders should support staff to check in with every child, giving particular attention to those who are quieter, to ensure full participation in all activities.

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About this inspection

The inspector spoke with leaders, staff, children and parents 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): 2828117

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Address:

Myatt Garden Primary School Rokeby Road LONDON SE4 1DF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Teachsport Services Ltd

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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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