Munchkin Sports Warren Road Primary After School Care

School Care

Unique reference number (URN): 2826627 Address: Warren Road Primary School, Warren Road, Orpington, BR6 6JF Type: Childcare on non-domestic premises Registered with Ofsted: 10/03/2025 Registers: EYR, CCR 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 Strong standard

Children understand the expectations and routines of the club and respond positively to practitioners. Practitioners give clear instructions and use memorable strategies, such as asking children to put their fingers on their head, to gain their attention. They demonstrate activities before children begin. As a result, all children listen attentively, understand what is expected and move purposefully between activities.

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Behaviour, attitudes and establishing routines Strong standard

Practitioners form positive relationships to help children participate confidently. Practitioners speak calmly, listen to children and praise their efforts. When children are reluctant to join an activity, practitioners encourage them to re-engage alongside their friends. This helps children feel secure and develops their confidence to participate. Children show positive attitudes throughout the session and enthusiastically engage in new experiences.

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Behaviour, attitudes and establishing routines Strong standard

Leaders use team games to bring children of different ages together. Younger children play successfully alongside older children, learning to cooperate, wait, share and take turns. They encourage and cheer for each other, developing positive relationships and teamwork.

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Behaviour, attitudes and establishing routines Strong standard

Leaders communicate clearly with parents about attendance and punctuality. Parents use the online booking system effectively and collect children promptly. This supports regular attendance and provides children with continuity in their club experiences.

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Children's welfare and wellbeing Strong standard

Children are happy, physically active and secure at the club. Practitioners create positive relationships and show care and concern for children. They notice when children need additional help, and provide encouragement and support. This helps children feel safe, valued and confident to try unfamiliar activities and develop new skills. Children develop their physical skills through a varied range of activities. They run, jump over hurdles, aim and kick rugby balls and practise tackling. Practitioners carefully demonstrate how to complete activities safely. For example, they teach children to approach the tackle bag with their head positioned safely to the side. Practitioners use clear, memorable instructions to help children understand how to manage physical risks. They successfully support children to develop their coordination, strength and control.

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Children's welfare and wellbeing Strong standard

Practitioners ensure that children remain actively involved throughout the session. They organise activities so that children experience each task, and provide additional support when children find something difficult. Practitioners observe how children respond, and scaffold their next attempt. This helps children experience success and build confidence in their abilities. Children can freely access drinking water when needed. These experiences mean that children's physical needs are met while they develop an understanding of how to participate safely and care for their wellbeing during energetic activity.

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Inclusion Strong standard

Leaders create an inclusive environment where children of different ages, abilities and starting points participate fully. Practitioners identify children's individual needs and automatically adjust activities when needed. For example, they alter the position of equipment to suit children's heights and abilities. They demonstrate activities clearly and use children to model what to do. As a result, children understand instructions, experience success and develop new physical skills alongside their friends.

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Inclusion Strong standard

Practitioners recognise when children who may face barriers to engagement are reluctant to participate. They respond calmly, listen to children and encourage them to re-engage when they are ready. Leaders plan fun, accessible games that motivate children. This helps children build confidence. Leaders ensure that they consistently support children's individual needs so that they can benefit from the experiences available.

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Inclusion Strong standard

Leaders work with school practitioners to gather information about children who attend. They use this knowledge to make adjustments and provide continuity of care. Leaders deliberately provide opportunities for younger children to experience rugby and develop skills that are not routinely available to them. As a result, children feel included, develop confidence and participate successfully, regardless of their age, starting point or individual needs.

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Leadership and governance Strong standard

Leaders and those responsible for governance have high expectations for the experiences children receive. They offer younger children opportunities to experience rugby, develop physical skills and build confidence from an early age. Leaders establish a clear structure for sessions and tailor experiences to the children attending. They visit settings to observe practice, model expectations and support practitioners. They encourage all staff to complete mandatory and bespoke training. This further develops practitioners' knowledge. As a result, children benefit from practitioners who understand leaders' expectations and provide purposeful, enjoyable experiences. Leaders know their provision well and accurately identify where further development is needed. For example, they recognise that collection arrangements during busy school transitions could operate more smoothly. They manage the immediate situation well so that

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Leadership and governance Strong standard

children remain safe. Leaders arrange discussions with school leaders to strengthen collection procedures. This demonstrates leaders' commitment to continually improving children's experiences to meet their high standards.

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Leadership and governance Strong standard

Leaders reflect on sessions and consider how they can further develop children's experiences. They recognise children's strengths and provide pathways into additional sporting opportunities, including local rugby clubs. Their oversight, reflection and ambitious decision-making help to ensure that all children engage in enjoyable opportunities that broaden their experiences, build confidence and support their ongoing development.

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

Children arrive excited about what awaits them. They collect their coats and bags and eagerly join the 'Munchkins train' as they move from their classrooms to the club. They receive a warm welcome and quickly settle into the session. Children clearly enjoy attending and confidently talk about their favourite experiences. For example, they enthusiastically explain games they have played to their parents and share what they enjoyed most. Parents say that their children want to return and look forward to attending, with some particularly enjoying the outdoor sessions. Children benefit from meeting others outside their immediate

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Inspector:

Michelle Blake class and spending time in a fun and welcoming environment. This helps them develop new friendships, broaden their social experiences and feel a sense of belonging.

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Inspector:

Children experience variety and do not simply repeat the same activities each week. They are organised into colour teams and begin with an energetic relay to collect their bibs. Children become familiar with how the session is organised and confidently immerse themselves in the experiences available. They encounter sporting opportunities that they may not routinely experience elsewhere. This introduces younger children to rugby from an early age and helps them develop positive attitudes towards sport and being physically active. Children show enthusiasm and enjoyment as they experience something different from their usual school day.

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Inspector:

Families value the experiences that children receive. Parents describe activities as age- appropriate and say that their children are happy, make new friends and grow in confidence. They value the variety available and the ease with which they can communicate with leaders. Parents find the booking system straightforward and receive prompt responses when they have questions. Children attend regularly and are collected promptly at the end of their session. This continuity enables them to become familiar with the club and increasingly confident in the environment. As a result, children experience an enjoyable extension to their school day, where they feel welcomed, develop friendships, encounter new experiences and grow in confidence.

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Next steps

Leaders, including those responsible for governance, should continue their excellent work to ensure transformational outcomes for all children, in particular early years children, children with special educational needs and/or disabilities and children who may face barriers to engagement.

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About this inspection

The inspector spoke with leaders, practitioners, 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.

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Address:

Warren Road Primary School Warren Road Orpington BR6 6JF

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Thursday : 15:25 - 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

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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