MFSEOfsted report card, 28 Sept 2026

MFSE

Unique reference number (URN): 2860961 Address: Phoenix Junior Academy, Glencoe Road, Chatham, ME4 5QD Type: Childcare on non-domestic premises Registered with Ofsted: 18/09/2025 Registers: EYR, CCR, VCR Registered person: Group 23 Services 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

Leaders promote a harmonious, respectful culture through consistent expectations and responsive relationships. Familiar collection and arrival routines help children move calmly from school into the club. Staff use information from teachers to anticipate additional reassurance, register children promptly and follow up unexpected absences.

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Behaviour, attitudes and establishing routines Strong standard

Children understand the club rules and how to care for resources. They settle readily into activities, with quieter choices helping them unwind. Staff sensitively adapt their welcome without lowering expectations. Familiar school strategies provide continuity for children who need additional support.

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Behaviour, attitudes and establishing routines Strong standard

Children's interactions demonstrate the positive impact of these approaches. They show kindness, wait patiently at snack and encourage friends to try unfamiliar foods. Staff consistently model respectful language and guide children to listen, share ideas and resolve minor disagreements. Children follow personal care routines with increasing independence.

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Behaviour, attitudes and establishing routines Strong standard

Transitions are smooth, and children remain engaged as they move into active play. During den building, they cooperate to join materials and create shared spaces. Staff make room for children's ideas while helping everyone contribute. Consistent guidance and opportunities to practise cooperation support children's positive attitudes towards activities and one another.

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Children's welfare and wellbeing Strong standard

Leaders prioritise responsive care through close partnerships with schools and families. Detailed handovers help staff understand how children feel and tailor support that afternoon. Updates at collection provide continuity between school, club and home.

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Children's welfare and wellbeing Strong standard

Warm, trusting relationships underpin children's emotional security. Children are pleased to see familiar staff and confidently discuss enjoyable and difficult experiences. Staff listen attentively, offer reassurance and use their knowledge of interests and friendships to help children feel comfortable. Children's description of the club as the best part of their day reflects their positive experience.

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Children's welfare and wellbeing Strong standard

Staff respond thoughtfully to children's need for rest, activity and companionship. Quieter choices provide time to unwind, while group play and outdoor opportunities support physical activity and friendships.

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Children's welfare and wellbeing Strong standard

Leaders improve mealtime practice through a new snack approach and safer eating training. Children put healthy routines into practice by washing their hands, choosing fillings and making wraps independently. They encourage one another to try vegetables and fruit. Staff sit alongside children, combining attentive supervision with meaningful conversations about healthy choices. This approach strengthens children's independence and makes snack a safe, enjoyable social experience.

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Inclusion Strong standard

Leaders and staff create an inclusive culture through close, purposeful partnerships with parents and neighbouring schools. Detailed information informs support before children start and as circumstances change. Staff use individual support plans to help children with special educational needs and/or disabilities (SEND) settle and participate. Their knowledge of disadvantaged children and those known to children's social care informs sensitive support that enables access to activities and routines.

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Inclusion Strong standard

Staff consistently adapt their responses to children's emotional needs. Children who experience a difficult school day receive attentive support to express concerns and consider how to manage similar situations. Familiar construction activities and conversation with a trusted adult provide a reassuring starting point before children join the wider group. Staff exchange information with families and school colleagues and adjust support as needs change. This continuity helps children feel understood and included.

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Inclusion Strong standard

Leaders respond directly to an identified barrier to attendance by introducing a walking bus from a neighbouring school. A familiar adult accompanies children and shares information with club colleagues. This practical response widens access and enables children from both schools to participate together and develop friendships within their community.

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Leadership and governance Strong standard

Leaders understand their community and make purposeful decisions that improve children's access and experiences. The headteacher values the club's contribution to family support. Leaders respond to demand at a neighbouring school by introducing a walking bus, widening access while maintaining familiar care. Consultation with children, parents and the school informs development, including consideration of a Saturday club.

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Leadership and governance Strong standard

Visits and improvement plans guide targeted action. Leaders identify snack provision as a priority, introduce a revised approach and provide relevant training. Children's independent food preparation and sociable mealtimes demonstrate the positive impact. Leaders draw on effective practice across their clubs and bring teams together to exchange ideas.

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Leadership and governance Strong standard

Regular supervision and training support staff development. Opportunities to take greater responsibility help maintain consistent staffing. Staff feel valued and listened to, see their suggestions implemented and describe the club as a family. This reflects a collaborative culture in which staff contribute to improvement.

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Leadership and governance Strong standard

Careful deployment supports classroom collection, the walking bus and activities. Suitability remains under review, and accessible safeguarding advice supports confident action. Close school partnerships ensure information informs consistent care throughout the day.

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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 look forward to their time at the club. Familiar staff collect them from their classrooms, while others arrive on the walking bus from a neighbouring school. Warm, attentive welcomes help children feel valued. They readily share what they enjoy about their day and talk openly about anything they find difficult. Children describe the club as the best part of their day.

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

Familiar routines help children settle confidently. They understand expectations about looking after resources and choose from activities on the floor and at tables. Jewellery

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About this setting

making and construction provide opportunities to unwind and chat with friends. Staff recognise when children need reassurance and sensitively help them join in at their own pace.

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About this setting

Children from both schools form friendships and enjoy playing together. After snack, they move smoothly into more active group play. When building dens, children cooperate to join poles and drape fabric over their structures. Staff support everyone's participation while valuing children's ideas. Children enjoy sharing their finished dens with friends and can also choose outdoor play.

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About this setting

Snack is a relaxed, sociable occasion that develops independence. Children wash their hands, choose fillings and make their own wraps. They wait patiently and encourage friends to try unfamiliar foods. Staff sit alongside them, promoting conversations about healthy choices and supporting safe eating.

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About this setting

Children benefit from close communication between the club, schools and families. Staff check arrivals and follow up unexpected absences. At collection, they share news and listen carefully to parents. Consistent relationships, responsive support and established routines help children feel safe, included and confident to enjoy the club.

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Next steps

Leaders should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences for children with special educational needs and/or disabilities and those who may face barriers to their wellbeing.

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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): 2860961

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Address:

Phoenix Junior Academy Glencoe Road Chatham ME4 5QD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Group 23 Services Ltd

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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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