Stay 'n' Play

Stay 'n' Play

Unique reference number (URN): 2820670 Address: Pilgrims Way Primary School, Pilgrims Way, Canterbury, CT1 1XU Type: Childcare on non-domestic premises Registered with Ofsted: 04/12/2024 Registers: EYR, CCR, VCR Registered person: Teamtheme - Kent 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 Expected standard

Children settle quickly and engage happily in activities that interest them. Staff guide children gently and encourage them to get involved in a range of activities. Children can choose energetic team games or more relaxing activities such as drawing, crafts and construction. Activities are designed to spark children's interests.

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Behaviour, attitudes and establishing routines Expected standard

Children understand behavioural expectations and generally behave well. They play collaboratively with others, demonstrating kindness and respect to one another. Staff respond to unwanted behaviour with calm, gentle reminders, and support children to understand what is expected. Staff explain transitions clearly, particularly to younger children who are new to the provision and children with special educational needs and/or disabilities (SEND). This helps children understand what will happen next and supports them to follow routines with confidence.

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Behaviour, attitudes and establishing routines Expected standard

Leaders ensure that staff act as positive role models and treat children with courtesy. They apply consistent boundaries to all children, including those with SEND. Children receive praise for their efforts, which encourages them to take pride in what they do. For example, when children score goals during team games, staff applaud their achievements and encourage the children to celebrate each other's successes. Children confidently approach staff to share their drawings and construction creations. Staff show genuine care and interest, helping them feel valued and respected. Leaders monitor attendance closely, ensuring that staff know which children are expected and can plan for them appropriately.

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Inclusion Expected standard

Children with special educational needs and/or disabilities (SEND) are supported to take part in all activities and routines. Staff use a sensitive and friendly approach, which helps children to feel secure and settled. They adapt the environment to meet individual needs. For example, designated calm areas provide children with space to regulate their emotions and settle into the environment at their own pace.

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Inclusion Expected standard

Children benefit from staff's understanding of their individual needs. Staff receive regular training to develop their knowledge of SEND and discuss children's needs with parents and educational professionals. They use this information to support children. For example, children bring treasured toys from home to help them feel settled and secure.

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Inclusion Expected standard

Children are supported to develop friendships and take part in activities that interest them. Staff adapt their approach when children need additional help to join in with others. They ensure activities are targeted to their interests to ensure that they have access to what they enjoy, helping them feel valued. Staff apply the same expectations to all children while adapting their approach to meet individual needs. As a result, children are supported to feel valued, develop confidence and take part in all aspects of what the provision has to offer.

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Children's welfare and wellbeing Needs attention

Leaders ensure that staff remind children to wash their hands before eating and provide appropriate supervision during snack time. However, leaders do not yet understand safer eating practices fully. Staff do not prepare foods in line with recommended guidance. For example, staff serve cherry tomatoes whole, despite these presenting a potential choking risk. Leaders have taken swift action to ensure that there is no immediate risk to children. Leaders recognise this weakness and are taking active steps to improve staff knowledge through targeted training.

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Children's welfare and wellbeing Needs attention

Children develop positive relationships with staff and their peers. Staff are warm, attentive and responsive to the children's needs. Children show that they feel secure and valued as they confidently approach staff to share their achievements. They show excitement during team games and respond positively to the encouragement they receive. This helps children feel valued and respected and develop a sense of belonging.

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Children's welfare and wellbeing Needs attention

Staff provide children with regular opportunities to be physically active. Children run, kick and throw balls while staff supervise them carefully. Team games help children work together and play collaboratively while building physical skills. This supports children to stay active and develop their strength and coordination.

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Children's welfare and wellbeing Needs attention

Children with special educational needs and/or disabilities receive support that helps them feel calm, settled and able to take part in activities. Staff provide relaxing spaces where children can regulate their emotions and play with new-found friends, building their confidence and supporting their sense of wellbeing.

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Leadership and governance Needs attention

Leaders have taken action to address previous concerns regarding the recording and reporting of incidents and injuries. All staff hold paediatric first-aid qualifications and can confidently explain how they respond to injuries. Leaders have strengthened staff knowledge of the need to inform parents and carers of accidents promptly, through targeted training. Staff confidently demonstrate a clear understanding of the importance of confidentiality.

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Leadership and governance Needs attention

Leaders have a sound understanding of the setting and its unique context. However, they do not identify a gap in staff knowledge in relation to safer eating practices. Staff have not been made aware of how to prepare food to reduce the risk of choking. Leaders have taken immediate action to reduce this risk and recognise that further training is needed to strengthen staff knowledge, and are taking steps to address this.

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Leadership and governance Needs attention

Leaders build positive relationships with parents and share information about the children's activities and wellbeing. They pass on relevant messages from teachers, helping to maintain links between home and school. Leaders have built positive working relationships with the school and its leaders, using these to improve children's experiences. Children have access to the well-equipped sports hall and extensive outdoor area, where they can take part in energetic activities to develop a range of skills. Staff report that leaders are supportive and attentive to their needs. Leaders are responsive to staff feedback and take account of their wellbeing when organising workloads and responsibilities.

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Leadership and governance Needs attention

Leaders demonstrate a commitment to providing positive experiences for children and show a reflective, responsive attitude towards addressing gaps in staff knowledge in a timely manner.

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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 generally well cared for and develop positive relationships with both adults and their peers. However, children are not consistently protected from avoidable risks during snack time, as staff do not always recognise when certain foods pose a potential choking risk. Leaders are taking steps to address this through further training for staff.

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

Children arrive to a welcoming, calm environment where routines are familiar and expectations are clear. Staff greet children warmly and know them well, helping them to feel safe and secure. Children confidently choose between a range of activities. They calmly draw and colour, build towers with blocks and share books with their friends. They have access to an extensive, well-resourced sports hall where they enjoy energetic activities such as team games and obstacle courses. Staff are warm, attentive and responsive to children's needs. They encourage children to play and join in, helping younger children feel settled and content.

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

Children's voices are the focus and at the heart of this after-school club. Activities are tailored to their interests, ensuring that children engage in opportunities that excite and challenge them. Children make choices about how they spend their time and show confidence in approaching staff to share their ideas, drawings and construction creations. Staff listen to children and show genuine interest in what they have to say. This helps children to feel valued and respected. Children have regular opportunities to be physically active. They run, jump and throw balls, developing their strength and coordination through energetic play.

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

Children develop positive relationships with both adults and peers. They play collaboratively, take turns and show kindness towards others. Children generally behave well and understand the expectations set by staff. They show a sense of responsibility by helping to tidy up resources before snack time. Children with special educational needs and/or disabilities receive support that helps them to take part in activities alongside their peers. For example, staff ensure that the environment remains calm to support children with their emotional regulation. Leaders promote a high level of attendance, with clear strategies in place for all children to access the setting.

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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 actions by the assigned date:

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Action Completion Date

ensure that all food is prepared safely, in line with current safe eating guidance, so that food is suitable for younger children and reduces the risk of choking 24/09/2026

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Action Completion Date

ensure that all staff receive training and guidance to fully understand their responsibilities in relation to safer 24/09/2026

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Address:

Pilgrims Way Primary School Pilgrims Way Canterbury CT1 1XU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Teamtheme - Kent Limited

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Address:

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

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Action Completion Date

eating, including around how and why food must be prepared and served to reduce the risk of choking

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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. 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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