Munchkin Sports St Christopher's The Hall School After School Care and Holiday Camp

School After School Care and Holiday Camp

Unique reference number (URN): 2851821 Address: St. Christophers The Hall School, 49 Bromley Road, BECKENHAM, Kent, BR3 5PA Type: Childcare on non-domestic premises Registered with Ofsted: 12/08/2025 Registers: EYR, CCR, VCR Registered person: Munchkinsports 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

Leaders have established clear routines for the holiday club and display a daily schedule for parents, carers and children to see. Children who have attended previously help their new peers to learn where to put their belongings on arrival. Staff reinforce the rules with all children at the beginning of the day and ask questions to check their understanding in a fun and positive manner. This ensures children understand what is expected of them and how they need to behave.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children listen well, follow instructions and help with tasks like tidying away toys and equipment when they have finished playing. Routines for planned activities are typically managed well and children move around between the designated spaces with their key members of staff. However, at the end of sessions, when children use the bathroom, the routines are not as effective. Some children wait far too long for their turn which limits their engagement and provides opportunities for behaviour to deteriorate.

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Behaviour, attitudes and establishing routines Expected standard

Staff role model positive behaviour. They engage children in conversations and actively seek their views and ideas. They provide regular praise and encouragement and engage with children as they play and try new activities. This typically promotes a positive attitude and builds on children's confidence and independence further. Leaders follow up on absences to check on children's wellbeing.

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Children's welfare and wellbeing Expected standard

Leaders and staff place a high priority on children's wellbeing and provide a welcoming space for children to enjoy. Staff skilfully plan a broad range of fun and exciting activities which provide a balance for children. Children benefit from opportunities to extend their physical skills and agility. They also have times for free play and space to relax and enjoy stories or quieter activities. Younger children and those with special educational needs and/or disabilities are allocated a key member of staff when they attend. This enables staff to get to know children well from the start and supports children to build relationships and develop a sense of belonging. Younger children enjoy art and craft activities aimed at supporting their understanding of emotions. They design and make monsters from a range of materials and discuss different feelings and situations where they might feel scared, frightened or happy. This encourages

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Children's welfare and wellbeing Expected standard

children to build on their social skills and confidence as they make new friendships.

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Children's welfare and wellbeing Expected standard

Leaders ensure staff understand children's medical needs and have designated bags with time sensitive medication, as agreed with parents, present on site. Staff sit with younger children during snack and meal times to ensure safer eating requirements are followed. They talk with children about healthy food options and promote healthy lifestyles. However, with large groups of children all together for snack and lunch times, the noise level increases too high. At times it is difficult for staff to hear messages on the walkie talkies or for children to enjoy conversations. This does not support the wellbeing of all children, especially for those children who prefer a quieter environment.

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Inclusion Expected standard

Leaders and staff promote a positive ethos of inclusion and diversity across the club. They actively welcome children with special educational needs and/or disabilities (SEND) and those who may have barriers to their learning to attend and feel valued. Leaders typically identify children's needs from the start when parents and carers register and share information about their child. Leaders promote effective partnerships with parents, the host school and with other professionals when needed.

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Inclusion Expected standard

Leaders and staff support children with SEND to settle and build relationships with staff and their peers. Staff plan activities that can be differentiated and adapted when needed to meet individual children's needs and level of development. Staff provide support to ensure all children who attend gain a sense of belonging, have fun and benefit from their time at the club. Children are typically supported to make choices and join in activities at their pace. Staff provide additional communication methods, such as picture clues, with younger children to reinforce expectations. Staff ensure they give clear explanations when explaining rules for activities to ensure all children understand and stay safe. They get down to children's levels and answer questions to ensure that all children fully understand what is happening.

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Leadership and governance Expected standard

Leaders have an ambitious and clear vision for the company and maintain an oversight of the club. Policies and procedures support the effective running of the club to support children's safety and wellbeing. The staff team work cohesively to provide a welcoming and inclusive environment which supports the needs of all children who attend. All staff complete a robust induction programme which builds on their knowledge and skills and provides opportunities for staff progression within the company. Staff participate in regular supervision and feel supported with their wellbeing and workloads.

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Leadership and governance Expected standard

Leaders typically liaise with parents and carers to ensure they keep up to date with their children's changing needs. This includes children with special educational needs and/or disabilities, those known to social care and those who may face barriers to their learning. Partnership working is in place with the host school and there is ongoing communication to support children who attend wraparound care

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Leadership and governance Expected standard

Leaders and staff regularly reflect on and review their practice to ensure they maintain high standards of care for all children. They have identified the clubs strengths and made improvements to staff induction and training programmes. Although leaders typically monitor practice across the club, areas for development are not consistently identified. For example, routines at mealtimes and at transition times for using the bathroom.

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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 arrive keen to attend the well organised and friendly club. They are warmly welcomed on arrival by the camp manager and happily say goodbye to their parents and carers. Children are securely handed over to camp leaders who are responsible for different age groups within the club. Children demonstrate their independence as they take off their coats and hang them on pegs and put their water bottles and lunch boxes in the designated place. Registers in each room help to ensure safety and new children are fully supported to settle in and receive clear explanations about what is happening. This supports children to feel valued and builds their confidence.

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

Younger children make choices and engage in activities and conversations with their peers as they construct with small bricks, add facial features to models and enjoy listening to stories with staff. Older children enjoy choosing and practising different yoga poses with their peers, which increases their balance and core strength. They also demonstrate different exercises which promote breathing and have a calming effect at the start of the day. All children benefit from a broad range of physical activities inside and outside to extend their skills. Younger children enjoy playing with balloons and work together to shake and lift the parachute. This enables all children to practise their coordination in an inclusive, non- competitive environment. Older children enjoy a range of team games such as football cricket and rounders. Children demonstrate their skills as they compete in their teams and take autonomy to count the points they earn for completing tasks alongside their peers.

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

Children share that they are happy to attend the club and feel safe. They enjoy the activities on offer and share their views and opinions for future activities. This provides them with a sense of belonging and they feel their voices are valued.

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Next steps

Leaders should ensure that noise levels are reduced at snack and mealtimes to support the wellbeing of all children, especially those who prefer a quieter environment. Leaders should strengthen routines, especially at transition times, to ensure staff support children to follow rules and behave appropriately.

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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.

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Address:

St. Christophers The Hall School 49 Bromley Road BECKENHAM Kent BR3 5PA

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:30,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 09:30 - 16:30

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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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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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