Magna Extended Schools at Snowfields Primary School

School

Unique reference number (URN): 2784791 Address: Snowsfields Primary School, Kirby Grove, LONDON, SE1 3TD Type: Childcare on non-domestic premises Registered with Ofsted: 26/06/2024 Registers: EYR, CCR, VCR Registered person: Magna Groups Enterprises 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

Leaders have established a positive and welcoming environment, where children understand the setting's expectations and behave well.

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Behaviour, attitudes and establishing routines Expected standard

On occasion, routines are not always as smooth as they could be, particularly when children must wait for the whole group to arrive before they can choose what they want to do.

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Behaviour, attitudes and establishing routines Expected standard

Children have positive relationships with staff and with each other. They generally play harmoniously together, listen to one another, negotiate, take turns and resolve minor disagreements appropriately. Children work cooperatively during games and activities. Staff and children adapt rules according to the different ages and abilities of those taking part. Staff know children well and generally use their interests to support positive engagement in activities.

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Behaviour, attitudes and establishing routines Expected standard

Typically, children show positive attitudes towards the activities available and are enthusiastic about attending. They make choices about how they spend their time, and engage well in creative and physical activities. For example, all children take part in making a model from clay. Younger children are supported by adults, who offer encouragement and help when needed, while older children are encouraged to use their imaginations to see what they can create.

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Behaviour, attitudes and establishing routines Expected standard

Leaders monitor attendance and understand the importance of children attending regularly and feeling a sense of belonging within the club.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children behave well and have positive relationships with staff and each other. The calm and supportive environment contributes to children's positive attitudes and enjoyment of attending.

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Children's welfare and wellbeing Expected standard

Leaders create a calm, welcoming environment where children generally feel safe, valued and secure. Responsive relationships between staff and children underpin emotional wellbeing, while effective key-person practices ensure that individual care needs are met, including support for children with special educational needs and/or disabilities or temporary barriers to learning. Staff help children recognise, express and manage their emotions, fostering resilience and self-worth.

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Children's welfare and wellbeing Expected standard

Smooth transitions help new children settle quickly. Older peers actively support younger ones, and children are given responsibilities that build their confidence. Parents speak highly of the care provided, noting that their children are always happy to attend and regularly share what they have done.

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Children's welfare and wellbeing Expected standard

Daily outdoor play and games ensure that children stay physically active while developing a strong understanding of their physical safety, their health, and self-care practices such as handwashing.

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Children's welfare and wellbeing Expected standard

There is a family atmosphere at mealtimes, with children sitting together to enjoy nutritious food and snacks that align with current guidance. This creates a warm, social experience where children learn essential conversational skills, and develop positive attitudes towards healthy eating. Staff encourage children to make healthy choices, try new things and stay well hydrated throughout the session.

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Inclusion Expected standard

Leaders typically demonstrate a commitment and positive approach to inclusive practice.

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Inclusion Expected standard

Before children start, leaders carefully review parent booking information to identify individual needs and any special educational needs and/or disabilities (SEND) requirements, contacting families for further context when necessary. Key information and required adaptations are then shared across the team to ensure consistent support.

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Inclusion Expected standard

Staff successfully remove barriers to participation for children with SEND and children facing temporary challenges, such as separation anxiety. By understanding individual triggers, staff offer calm support when children are upset, giving reassurance that helps them settle and re-join activities with confidence.

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Inclusion Expected standard

To cater to the wide range of ages, interests and confidence levels, the setting offers a varied mix of quiet spaces, creative tasks, board games and physical play. Leaders know the children well and adapt adult support appropriately, scaffolding younger or less confident children while encouraging independence in older ones.

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Leadership and governance Expected standard

Leaders generally demonstrate an understanding of the setting's strengths and are dedicated to delivering positive experiences for children and families. They maintain effective oversight of day-to-day operations, ensuring robust systems are in place to safeguard children's safety and wellbeing. Recruitment, induction and mandatory training processes are thoroughly embedded, ensuring that all staff understand their responsibilities and are deployed effectively to meet individual needs.

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Leadership and governance Expected standard

Close partnership working is a hallmark of the setting. Leaders maintain strong links with the host school, allowing them to share vital information and adapt quickly to changes in children's needs. Parents speak warmly of their collaborative relationship with the team, noting that their children eagerly share details of current and upcoming activities.

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Leadership and governance Expected standard

Staff feel valued and well supported by leadership, and express real enthusiasm for their roles. They engage in targeted professional development to continually improve their delivery of care and activities, resulting in a warm, engaging environment where children thrive.

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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 happy and quickly settle into this calm, welcoming setting. Staff greet every child by name and check in on their emotional wellbeing, creating a sense of belonging where children feel safe, valued and secure. Clear communication and established routines help children navigate transitions confidently, ensuring they feel secure throughout their time at the club.

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

Positive social skills develop as children build solid relationships with both staff and their friends. During group games such as dodgeball, children learn the importance of fairness, turn-taking and active collaboration. Staff model enthusiasm, offer specific praise to reinforce positive behaviour and adapt activities thoughtfully. This ensures that every child, including younger attendees and children with special educational needs and/or disabilities, can participate fully and feel genuinely included.

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

Children thoroughly enjoy their time here, benefiting from a variety of age-appropriate activities that spark curiosity and support physical development. They gain a solid understanding of healthy choices during snack times and physical play. Children take pride in having a voice, actively contributing ideas during discussions and seeing staff act on their suggestions. As a result of this support, children demonstrate great pride in their accomplishments and consistently thrive in this supportive environment.

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Next steps

Leaders should refine group transition routines to minimise waiting times, ensuring children can access chosen activities promptly upon arrival without unnecessary delays.

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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. Natasha Wood

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Address:

Snowsfields Primary School Kirby Grove LONDON SE1 3TD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Magna Groups Enterprises Limited

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Address:

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

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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. 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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