Youngstars After School Club @ Herne Hill United Church

Church

Unique reference number (URN): 2825233 Address: Herne Hill United Church, Red Post Hill, London, SE24 9PW Type: Childcare on non-domestic premises Registered with Ofsted: 23/01/2025 Registers: EYR, CCR, VCR Registered person: Youngstars Childcare Limited

p.1

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.

p.2

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

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.

p.2

Behaviour, attitudes and establishing routines Expected standard

Typically, staff manage children's behaviour successfully. They create group rules with children, such as having fun and respecting each other, and staff remind children of these rules at each session. They have a reward tree and a child's name is written on a leaf when they behave well. This helps to reinforce positive behaviour. Staff deal with any incidents of disagreements or negative behaviour in a calm, fair way. They adapt routines to meet the needs of children with special educational needs and/or disabilities, and other vulnerable children. For example, staff use visuals prompts to help children to understand daily routines.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children take turns effectively. For example, they calmly and patiently take turns to use a bow and arrow during an archery session. Children cheer each other on which helps to develop a community spirit. Younger children play together to plan rooms in a doll's house. They talk to each other and create stories together. Children have positive relationships with each other. They actively engage in activities and concentrate well. For example, children work well in pairs to play a wood balancing game. They take turns to carefully remove a wood block from a tower without making it fall.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff encourage regular attendance effectively. For instance, they share planned activities with parents. This helps to encourage children to attend regularly so that they do not miss out.

p.2

Children's welfare and wellbeing Expected standard

Staff carry out daily health and safety checks covering the indoors, garden, and outdoor trips. This helps to keep children safe. Staff ensure that children are seated securely and closely monitored at meal and snack times. They prepare food in safe ways to protect children from harm. Staff teach children how to act in safe ways. For instance, they teach children to stand behind a line to ensure safety during an archery session. They also teach children to walk indoors to minimise the risk of tripping over. This helps children to act in safe ways.

p.2

Children's welfare and wellbeing Expected standard

Staff teach children about different feelings and how to manage them. For instance, there is a crash mat which some children use to flop out on after a long school day. Staff use emotion cards to help children to learn about different emotions. They make any necessary adjustments to activities or routines to support children with special educational needs and/or disabilities (SEND), and other vulnerable children. For example, staff use props to act as visual reminders about daily routines.

p.3

Children's welfare and wellbeing Expected standard

Children put their belongings away when they arrive, however staff do not make the most of opportunities to enhance children's independence skills. For example, staff pour water for children and serve their food at meal times. This means that children are not getting consistent opportunities to do things for themselves. Staff provide healthy, appetising meals and snacks for children that meet their special dietary needs. They teach children the value of eating well. For instance, staff tell children that cheese contains calcium and that this is good for strong bones and teeth.

p.3

Inclusion Expected standard

Typically, staff readily spot if a child is in need of additional support to enable them to access activities or routines. For example, they obtain information from registration forms, talk to parents, carers and speak to school staff. Where they identify that a child is in need of extra help, they typically adjust activities or routines to meet the child's individual needs accordingly. For example, staff use visual resources, such as communication cards to illustrate routines. This helps children with special educational needs and/or disabilities (SEND) and other vulnerable children.

p.3

Inclusion Expected standard

Staff advise parents to contact relevant health professionals, such as their local doctor or health visitor for further guidance. They understand the importance of secure partnerships with parents and others to support children with SEND, and other vulnerable children. Typically, staff work closely with school staff and parents to meet the needs of children. Staff have attended courses on how to support children with SEND. They use this knowledge effectively to promote positive outcomes for children.

p.3

Leadership and governance Expected standard

Leaders have a secure recruitment process that helps to ensure that staff are suitable for their roles. They monitor and support staff effectively. Leaders meet with staff regularly to discuss and support their work. They spend time in the group working with children and observing staff practice. This gives leaders direct insight into the quality of care and activities. Leaders give feedback to staff to build ongoing improvements.

p.3

Leadership and governance Expected standard

Leaders ensure that staff have opportunities to develop their knowledge and skills. For example, staff attend regular paediatric first aid and safeguarding updates. This helps to keep children safe. Leaders promote staff wellbeing effectively. They organise social outings and regularly check in with staff to support their welfare. Overall, staff work effectively with parents. They talk to and provide parents with electronic updates on children's activities and menus. However, staff have not yet developed partnerships with parents to consistently promote the healthy use of technology in line with government guidance. Leaders evaluate the setting regularly and ensure that consultation with children forms a significant part of this. They ask children for their views and include any suggestions for activities in planning.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children enjoy a wide range of fun experiences at this warm, homely setting. They have trusting, caring relationships with staff who value each child highly. Children feel safe and a sense of belonging as staff greet them warmly when they arrive at the setting. Children feel settled and secure as staff use warm eye contact and smile at them. They form positive relationships with other children and play well together. For example, children design and build large models with construction sets together.

p.5

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

Children carefully select brightly coloured beads to make interesting designs. They concentrate well as they make butterflies with symmetrical patterns. Children listen attentively to stories read by staff. They enjoy hearing stories and make comments. Children settle happily and quietly in the book corner as they browse through different books.

p.5

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

Children enjoy a range of outdoor activities. Younger children navigate push cars carefully around the garden. They climb up low platforms and go down slides. Children develop secure hand-eye coordination skills as staff teach them archery. They use child-friendly bows and arrows carefully. Children concentrate and learn how to aim at targets. They have fun as they take turns to play with toy frogs. Children learn how to aim plastic frogs to make them jump into pretend ponds. They adjust the distance and position of the frogs to alter the height and length of jumps. Children squeal with delight when they manage to get a frog into the pond! Children are keen to come to the setting and attend regularly. Staff ensure that all activities, routines and experiences are accessible to all children. This includes children with special educational needs and/or disabilities, and other vulnerable children. Staff make any

p.5

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

necessary adjustments in these areas to meet the individual needs of children.

p.5

Next steps

Leaders should support staff to maximise opportunities to promote children's independence skills more consistently, particularly at meal and snack times. Leaders should enhance partnerships with parents to promote healthy screen time use by children as outlined in government guidance.

p.5

About this inspection

The inspector spoke with leaders, staff, parents and children. She considered comments from parents during the inspection.

p.5

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.

p.5

Address:

Herne Hill United Church Red Post Hill London SE24 9PW

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Youngstars Childcare Limited

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 17:30

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

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 .

p.7

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8