Evergreen at Herne Hill School

Evergreen at Herne Hill School

Unique reference number (URN): 2817302 Address: Herne Hill School, 127 Herne Hill, LONDON, SE24 9LY Type: Childcare on non-domestic premises Registered with Ofsted: 26/03/2025 Registers: EYR, CCR, VCR Registered person: Evergreen Kids 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 set clear, consistent and warm expectations for children's behaviour across the holiday club. Children understand the club's rules, which staff generally reinforce throughout the sessions. Children are well briefed at the start of each session, and staff provide gentle reminders when needed.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff model the club's rules and expectations. They build warm and trusting relationships with children that underpin the typically positive behaviour across the holiday club. Familiar structures and predictable routines help children to understand what is expected of them and enable them to make friends, play together and enjoy their time at the club.

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Behaviour, attitudes and establishing routines Expected standard

Clear arrival and departure procedures are well established. Leaders speak with parents and carers and share relevant information. Staff position themselves effectively to support children to play safely with their friends. Leaders also promote punctuality and attendance. They have clear procedures in place for managing late collection.

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Behaviour, attitudes and establishing routines Expected standard

Children with special educational needs and/or disabilities, and those who may experience barriers to their learning and understanding, are typically well supported. Leaders have an effective understanding of strategies that enable all children to participate and access the full range of experiences. These approaches are generally reflected in staff practice, although they are not yet applied consistently by all staff. Leaders are reflective and recognise where further training and professional development may be beneficial in strengthening consistency and further enhancing the provision across the holiday club.

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Children's welfare and wellbeing Expected standard

Leaders and staff have clear and well-thought-out policies and practices in place to help keep children safe and promote healthy bodies and minds. Children benefit from a well- organised snack time. Staff ensure children who eat more slowly can take their time and chat with their friends and staff, while others can finish their snack and move on to group activities. This approach ensures all children's wellbeing and welfare are well supported. Children understand the importance of washing their hands before eating, sitting sensibly and making healthier choices about the food they consume. These expectations are consistently promoted and modelled by leaders and staff.

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Children's welfare and wellbeing Expected standard

Staff typically build effective and trusting relationships with children. As a result, children are generally confident, articulate and excited to attend the club. They benefit from a well- balanced range of structured activities, outdoor experiences and free play. Leaders also design some activities that link to children's prior learning at school, which children enjoy and readily refer to during their play and conversations.

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Children's welfare and wellbeing Expected standard

Occasionally, some children appear more withdrawn or take longer to settle. Leaders recognise these children and check in with them to ensure they are happy and comfortable. However, this approach is not yet consistently demonstrated by all staff. Leaders should review training and professional development opportunities to ensure that all staff consistently recognise and respond to children's individual emotional and social needs.

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Inclusion Expected standard

Leaders have effective processes in place before children attend the club. Parents and carers share important information about their children's needs through a detailed online registration form. Leaders use this information to plan appropriate levels of support for children with special educational needs and/or disabilities as well as for children who may experience other barriers to attending or participating fully in activities.

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Inclusion Expected standard

Leaders work closely with the host school, parents and carers and, where required, the local authority to gather as much information as possible about children's individual needs and the strategies that help them access the club successfully.

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Inclusion Expected standard

Staff are generally aware of children who need additional adult support or help to develop friendships through shared interests, such as art, craft and construction activities. For example, they adapt the rules and turn-taking of table football to ensure everyone is included. However, some staff do not consistently recognise quickly enough when children need support to join popular activities. This limits opportunities for staff to acknowledge children's feelings, provide reassurance and offer timely guidance for all children across the club.

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Leadership and governance Expected standard

Leaders are dedicated and reflective. They are committed to the continuous improvement of the holiday club. Leaders have an effective understanding of the club's strengths and areas for development. Parents and carers speak highly of the staff. They praise the club's inclusive approach and well-established routines. Parents value the club's educational focus and the relaxed start times offered during the summer holidays.

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Leadership and governance Expected standard

Leaders take the time to get to know all children and their families. They welcome children by name and have an effective understanding of their individual needs. This helps children and families to develop a sense of trust, belonging and confidence in the club. Staff report that they feel well supported by leaders and genuinely enjoy their roles. They describe the club as well organised, with leaders placing an emphasis on their wellbeing.

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Leadership and governance Expected standard

Leaders typically monitor staff interactions and consider how effectively training is understood and applied in practice. However, this monitoring is not yet sufficiently consistent across the whole club. Leaders do not yet use coaching and targeted professional development consistently enough to identify and address individual staff development needs. Consequently, while leaders respond well to emerging needs, some staff are not consistent in anticipating children's needs. When discussing training and development throughout the inspection, some staff have gaps in their own knowledge and practice. Leaders acknowledge this and are planning their own next steps around this area.

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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 are typically excited and happy to start their day at this well-organised and stimulating holiday club. They are greeted warmly by vibrant staff who position themselves effectively across the setting, offering reassurance, conversation and support. This helps children of all ages to participate confidently in free play.

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

Children generally settle quickly and engage purposefully in the well-resourced and thoughtfully arranged environment. They understand the club's rules and expectations and follow the well-established routines with ease. Children have a wide range of activities from

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Inspector:

Gareth Cotterell which to choose, including mathematics and science-based construction, drawing and colouring, small-world play, table football and opportunities to enjoy much-loved books.

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Inspector:

Children are keen to share their creative endeavours with friendly and knowledgeable staff and leaders. Younger children demonstrate high levels of concentration and perseverance throughout the day. They listen carefully to the club's rules and expectations.

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Inspector:

Children of all ages mix well together. Older children are considerate and kind when playing with younger children at the start of the day. Children enjoy their shared experiences. They also thrive when organised into age-appropriate groups for targeted activities. For example, older children learn about perimeter and area as they design a woodland park. Younger children enjoy designing food and activities for the park itself. Staff skilfully extend children's learning through play. They use carefully chosen questions and timely comments to deepen children's thinking and engagement.

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Inspector:

All children are typically included in the life of the club. Staff are generally knowledgeable about children's individual needs. They understand the additional approaches and strategies that can be used to reduce barriers to children's participation. This helps children to engage fully in the experiences on offer.

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Next steps

Leaders should support staff to fully understand their roles, such as through targeted briefings, coaching and professional development, to ensure it is applied consistently in practice. Leaders should support all staff to check in with every child, giving particular attention to those who are quieter or need a different approach.

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About this inspection

The inspector spoke with leaders, staff, children and parents and carers 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:

Herne Hill School 127 Herne Hill LONDON SE24 9LY

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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 - 17:30

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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