LBL FouldsOfsted report card, 28 Sept 2026

LBL Foulds

Unique reference number (URN): 2848833 Address: Foulds School, Byng Road, Barnet, EN5 4NR Type: Childcare on non-domestic premises Registered with Ofsted: 01/07/2025 Registers: EYR, CCR, VCR Registered person: Little Ladybirds London 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 Strong standard

Leaders consistently implement effective routines that support all children, including those with special educational needs and/or disabilities (SEND) and those who may face barriers to their learning. Leaders' ethos is to promote children's autonomy at the club and fully engage them in making informed decisions, such as adjusting the rules if new situations arise to ensure everybody is kept safe. This embedded practice supports children to work together collaboratively, listen to different points of view and feel a sense of belonging. At the beginning of the day, staff actively discuss the rules with children, they keenly participate and share different rules. Children demonstrate they fully understand that these are in place to help keep them safe.

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Behaviour, attitudes and establishing routines Strong standard

Children including those with SEND build positive attitudes to their play and learning. They are supported to interact with their peers and share resources. Older children are patient, kind and supportive to their younger peers and include them during team games and activities. Leaders are extremely supportive and act as positive role models to help children learn to adapt their emotions. They identify triggers quickly and support children to take time out and use space when they need to self-regulate. This ensures children can re-engage when they are ready and fully benefit from their time at the club. Leaders work with parents and carers to follow up on absences and punctuality. This partnership helps establish regular attendance to support children's learning.

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Children's welfare and wellbeing Expected standard

Care practices generally support children's individual needs and help them feel safe, secure and valued. Staff get to know children well from the outset and respond sensitively to their changing emotional and welfare needs. Children, including those with special educational needs and/or disabilities, or children facing barriers to their learning, receive appropriate support and adaptations that enable them to participate fully alongside their peers. They develop secure and trusting relationships with staff and confidently seek help, share their experiences and engage in conversations with familiar adults. These positive relationships develop children's confidence, sense of belonging and emotional wellbeing.

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Children's welfare and wellbeing Expected standard

Staff generally provide children with varied and nutritious snacks and encourage healthy choices. However, they do not consistently use snack times and other daily routines to discuss healthy foods and explain how nutritious choices benefit children's bodies. This reduces opportunities to deepen children's understanding of healthy lifestyles. Daily routines promote children's independence. For example, children scrape leftover food from their plates and put their plates away after eating. Children also benefit from regular physical activity, which supports their health and physical development. Staff help children recognise and manage their emotions through calm interactions, reassurance and consistent support. Children learn to express their feelings and receive appropriate help when they find it difficult to regulate their emotions. Leaders create an inclusive environment with high expectations for children's welfare and wellbeing. Children

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Children's welfare and wellbeing Expected standard

access age-appropriate games and activities, while staff reinforce important safety messages. Leaders share information with parents and carers to promote a consistent approach to online safety at home and in the club.

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Inclusion Expected standard

Leaders and staff work closely with the host school and parents and carers to identify children's individual needs and any barriers to their wellbeing or participation. Staff are attuned to children's emotions and recognise when they may need additional support to manage frustrations, regulate their emotions or engage successfully with others. Staff use agreed strategies consistently and adapt these as children's needs change. This helps children to re-set, regulate and return positively to their chosen activities.

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Inclusion Expected standard

Leaders have prioritised staff professional development relating to children with special educational needs and/or disabilities (SEND). Staff explain that recent SEND training has been particularly positive and has deepened their understanding of how to recognise and respond to children's individual needs. The training has had a positive impact on practice. For example, staff make effective use of visual prompts, 'now and next' boards, sand timers, communication cards and quieter spaces to help children understand routines, communicate their needs and manage transitions. Consequently, children who need additional support are able to participate successfully alongside their peers and become increasingly confident and settled at the club.

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Inclusion Expected standard

Relationships with the host school and other professionals involved in children's care are secure. Leaders understand the value of sharing information and working collaboratively to provide continuity for children. Ongoing discussions with parents, carers, school staff and other professionals help staff review strategies and respond appropriately as children's needs change. This promotes children's wellbeing, participation and sense of belonging and helps ensure that children with SEND benefit fully from their time at the club.

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Leadership and governance Expected standard

Leaders maintain clear oversight of the club and generally identify appropriate priorities for development. They take suitable action to improve children's experiences. For example, leaders recognised children's growing interest in creative activities and extended the range of arts and crafts resources available. This gives children greater choice and helps them develop and sustain their own ideas.

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Leadership and governance Expected standard

Leaders and staff hold reflective discussions at the beginning and end of each session. They use these discussions to review the provision, share relevant information and respond to the needs and interests of the children attending. Staff report that they feel valued and supported in their roles. Supervision sessions provide individual opportunities for coaching, mentoring and professional reflection. Leaders also provide mandatory and targeted professional development that generally helps staff fulfil their responsibilities and develop their practice. However, leaders' monitoring does not yet consistently evaluate how effectively all staff use their interactions and everyday experiences to extend children's engagement and deepen their understanding of making healthy choices. Consequently, leaders do not always identify when staff need more focused guidance to make the most of these opportunities. New staff receive a warm welcome, and leaders value their ideas from

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Leadership and governance Expected standard

the outset. These arrangements generally support staff wellbeing, confidence and teamwork.

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Leadership and governance Expected standard

Leaders work collaboratively with parents, carers, the host school and relevant professionals. Parents value the support staff provide to meet their children's individual needs. Regular communication with families, local authority advisory services and relevant school staff helps staff adapt the provision and implement agreed strategies consistently. This provides continuity for children, including those with special educational needs and/or disabilities and those facing barriers to participation or wellbeing.

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Leadership and governance Expected standard

Leaders seek the views of parents and children to inform improvements. They observe children's interests and ask which activities and resources they would enjoy. Leaders use this feedback thoughtfully when developing the club and generally prioritise children's needs, welfare and enjoyment.

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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, including those with special educational needs and/or disabilities and those who may face barriers to participation, benefit from a welcoming and inclusive environment. Children settle readily and confidently choose from the activities available. They benefit from staff knowing their individual needs and interests and using this knowledge to support their participation and enjoyment.

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

Children enjoy a varied range of creative and practical experiences. They use connector blocks to design and construct models and dens, collaborating with others to exchange ideas and solve problems. Children follow pictorial instructions and receive additional support when needed. This encourages them to persevere, develop confidence and experience success.

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

Children develop their creativity, concentration and fine motor skills through activities that capture their interests. For example, they carefully fold and colour paper to create origami penguins, remaining focused as they complete each stage. Children draw pictures based on their experiences and interests. During these interactions, staff encourage them to describe their drawings and talk about subjects meaningful to them, including their homes and favourite football players.

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

Children develop positive relationships with one another. They enthusiastically play air hockey and spinning top games, wait for their turn and cooperate with their peers. Older children readily help younger children, include them in their play and offer support when needed. Consequently, children of different ages play comfortably together and develop a sense of belonging.

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

Children demonstrate positive attitudes to their time at the club. They confidently make choices and sustain concentration in activities that interest them. Generally, staff interactions are warm and encouraging. When staff join children's activities, they show interest in their

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Ladybirds London Limited

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Address:

Register(s): EYR, CCR, VCR ideas, provide appropriate support and recognise their achievements. Children's attendance is appropriately monitored. Staff know children's expected attendance patterns, maintain accurate records and follow up unexpected absences with parents and carers. This helps staff identify changes or patterns that may indicate concerns about children's welfare.

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Next steps

Leaders should strengthen their monitoring of staff interactions and provide targeted support, so that meaningful exchanges consistently extend children's engagement. Leaders should make greater use of mealtimes to extend children's understanding of healthy eating, good hygiene and how these support their wellbeing.

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About this inspection

The inspectors spoke with leaders, staff, 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 17:45

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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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