Picnics After School Club (Malcolm Arnold)Ofsted report card, 21 Sept 2026

Picnics After School Club (Malcolm Arnold)

Unique reference number (URN): 2752123 Address: Malcolm arnold preparatory school, Trinity avenue, Northampton, NN2 6JW Type: Childcare on non-domestic premises Registered with Ofsted: 05/09/2023 Registers: EYR, CCR, VCR Registered person: Hull, Tracey Lorraine

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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

Overall, children's behaviour is respectful and thoughtful. Staff use gentle reminders to help children understand the rules and boundaries that keep everybody safe at the club. For example, children know they must line up before moving to outdoor play. Established daily routines help children understand what to expect when they arrive, creating a settled environment, where they feel secure and ready to participate. For instance, staff communicate the evening's events at the start of the session. Children know, and are proud to share, the club rules during group time.

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Behaviour, attitudes and establishing routines Expected standard

Staff role model positive behaviour. They engage children in conversations and actively seek their views and ideas. For example, they provide regular praise and encouragement and engage with children as they play and try new activities. This typically promotes a positive attitude and builds on children's confidence and independence further. Overall, staff support children's behaviour well and create a positive environment. However, at times, staff deployment does not fully support a consistent approach to managing and promoting positive behaviour. Nonetheless, this does not significantly impact on children's overall positive experiences and behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Leaders follow up on absences, working with the host school to check on children's wellbeing.

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Children's welfare and wellbeing Expected standard

Leaders and staff know the children well and genuinely enjoy spending time with them. They follow children's lead in their chosen activity and sensitively join in with their play. Staff encourage conversation. When they arrive, children talk about their day at school or home life. They chat happily about their activities and join in discussions with staff. For example, children share what they have done over the weekend and any celebrations they have had. Occasionally, some younger children become upset during busier periods, such as when arriving at the club. Although staff are aware of when children may need additional support, they do not always respond quickly enough to provide reassurance. As a result, some younger children do not always receive the timely reassurance and support they need when they arrive.

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Children's welfare and wellbeing Expected standard

Children are encouraged to remain active and engage in a range of physical activities, both indoors and outdoors. As a result, children benefit from fresh air and exercise and also foster healthy attitudes towards physical activity. Children have regular opportunities for energetic outdoor play, which supports their physical development. Staff supervise children and set clear boundaries to help them play safely. For example, children know to put on a helmet before riding the scooters in the designated areas. Staff sit with younger children during snack and mealtimes to ensure safe eating requirements are followed. They talk with children about healthy food options and promote healthy lifestyles.

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Inclusion Expected standard

Leaders promote an inclusive culture, where all are included and supported to feel welcome. Staff build warm and trusting relationships with all children and get to know them well as individuals. Before children start attending, staff gather detailed information from parents about their interests, routines, developmental needs and any special educational needs and/or disabilities (SEND). They use this information to plan activities children will enjoy and make any adaptations needed. Staff work closely with parents and the host school. The special educational needs coordinator works closely with school staff to support continuity in care and learning for children with SEND. This ensures children remain happy and engaged while attending the club. As a result, all children, including those with SEND, feel valued, secure and included, enabling them to participate confidently in activities and develop

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Inclusion Expected standard

Staff respond sensitively and adapt their interactions appropriately. Overall, staff recognise when children need reassurance, additional guidance or support to regulate their emotions. However, at busier times this can be less effective. That said children generally settle, engage successfully and participate positively alongside their peers.

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Leadership and governance Expected standard

Leaders have reflected on how the club operates since the last inspection and have implemented positive improvements to practice. They demonstrate commitment to continuous improvement, regularly evaluating all aspects of the provision to identify strengths and areas for further development. Staff report that they are happy in their roles and enjoy working at the setting. They feel well supported through regular supervision and ongoing training. Staff also comment positively on the support provided for their wellbeing and say that leaders manage workloads effectively.

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Leadership and governance Expected standard

Leaders meet regularly with staff to review the quality of the club, discuss children's experiences and identify ways to further enhance the provision. Feedback is actively sought from children, parents and staff and is used effectively to inform decision-making and drive improvement.

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Leadership and governance Expected standard

The provider has established effective partnerships with the host school, promoting continuity and consistency in children's care and experiences. Staff communicate regularly with teaching staff, sharing relevant information about children's wellbeing, behaviour and daily experiences. This collaborative approach helps ensure that children's individual needs are understood and generally supported effectively.

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Leadership and governance Expected standard

Leaders implement robust recruitment and vetting procedures to help ensure staff suitability. Parents are kept well informed through daily conversations.

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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 keen to attend the welcoming and friendly club. They demonstrate confidence in the club's routines by independently putting away their belongings on arrival and quickly settling into play. Once all the children have arrived and greeted one another, they sit together for a club meeting. During this time, they discuss the club rules and learn about the activities available to them. As a result, children feel secure and valued within the club, helping them to make positive choices about their play and behaviour.

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About this setting

Children choose from a wide range of activities and decide whether they would like to play indoors or outdoors. They quickly become engaged in the varied experiences on offer. There are plenty of exciting resources that are appropriate for the different ages of children who attend and reflect their individual interests. Children with special educational needs and/or disabilities and those who may face barriers to their wellbeing receive effective support to ensure they can successfully join in with activities. For instance, staff ensure they give children plenty of notice before they transition to another activity.

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About this setting

There are daily opportunities for children to be active and enjoy fresh air. They enthusiastically engage in team games, both inside and outside. Activities are tailored to meet the needs of all children and accommodate different ages. For example, younger children enjoy small-group games, developing their coordination through completing assault courses, while older children independently lead games, such as football, developing skills and cooperation. Children develop positive relationships with their peers, and build confidence, resilience and physical skills in an inclusive environment, where they feel supported to succeed.

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About this setting

Children state that they are happy to attend the club and feel safe. They enjoy the activities on offer and share their views and opinions for future activities. This provides them with a sense of belonging and they feel their voices are valued.

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Next steps

Leaders should strengthen staff deployment to ensure children consistently follow rules and demonstrate appropriate behaviour. Leaders should continue to provide training and mentoring for staff to ensure they can effectively support children, who need additional support during busy periods.

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About this inspection

The inspector spoke with leaders, staff 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. Unique reference number (URN): 2752123

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Address:

Malcolm arnold preparatory school Trinity avenue Northampton NN2 6JW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Hull, Tracey Lorraine

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 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.

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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

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

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