Munchkin Sports Balgowan After School Care

Munchkin Sports Balgowan After School Care

Unique reference number (URN): 2826500 Address: Balgowan Primary School, Balgowan Road, Beckenham, BR3 4HJ 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

Leaders establish clear routines and expectations that children understand and follow well. Staff consistently use familiar strategies to gain children's attention. For example, leaders clap and children respond by clapping back. Children immediately stop and listen. Staff give clear instructions and check children's understanding before activities begin. Children know what is expected of them and respond positively. This creates an organised environment where children feel secure and are ready to participate.

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Behaviour, attitudes and establishing routines Strong standard

Children develop positive attitudes towards activities and enjoy learning alongside others. Staff recognise children's efforts and encourage them to celebrate their teammates' achievements. Children learn to cooperate, wait, take turns and develop competitiveness. Staff consider children's ages and individual needs when supporting behaviour. When some children do not immediately follow instructions, staff provide further explanations and ask questions to help them understand. This enables all children to participate successfully and develop their listening and collaborative skills.

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Behaviour, attitudes and establishing routines Strong standard

Leaders embed routines that help children develop independence and responsibility. For example, at the end of sessions, children follow instructions to collect their belongings and return to their lines, ready for dismissal. Staff support them to identify anything they have forgotten. Leaders work positively with parents and carers, who follow the club's attendance and collection procedures. Parents report that children enjoy attending. This encourages regular weekly attendance and helps children benefit from familiar routines and relationships.

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Children's welfare and wellbeing Strong standard

Leaders consistently prioritise children's welfare and wellbeing. Staff develop warm and trusting relationships with children. Children confidently approach them to express their needs and ask for help. For example, children readily tell staff when they need to use the toilet. Staff consistently supervise them and encourage positive hygiene routines. These highly responsive relationships help children feel safe, secure and confident that adults will support them when needed.

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Children's welfare and wellbeing Strong standard

Children benefit from regular opportunities to be physically active. They develop an understanding of healthy lifestyles. Children enthusiastically run, jump, negotiate obstacles and take part in energetic team games. For example, during agility activities, children run around cones, jump over hurdles and tag their teammates. Other games help children develop spatial awareness, including learning to change direction and dodge safely. These experiences strengthen children's physical skills while developing their confidence, coordination and enjoyment of being active.

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Children's welfare and wellbeing Strong standard

Staff are attentive to children's emotional wellbeing. They recognise when children are initially reluctant to participate and provide encouragement that helps them feel confident enough to join in. As a result, children become increasingly engaged and experience success alongside their friends. Leaders regularly monitor and review routines and practices to identify where further improvements can be made. As a result, children feel safe, emotionally secure and supported to develop healthy, active lifestyles, while leaders consistently tailor support to meet their individual needs.

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Inclusion Strong standard

Leaders establish a highly inclusive culture where practitioners quickly identify children who may need additional support and respond effectively. They recognise individual differences, such as shy children, children reluctant to participate or those who need help with everyday tasks. Staff provide reassurance, clear explanations and individual support. This helps children overcome barriers, develop confidence and participate successfully alongside their peers.

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Inclusion Strong standard

Staff skilfully adapt how they communicate and deliver activities so that all children can understand what is expected. For example, they combine simple verbal instructions, physical demonstrations and model activities with children. They ask questions to check children's understanding and adjust their approach when necessary. As a result, children with different learning styles remain engaged and confidently access the same experiences as others.

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Inclusion Strong standard

Leaders ensure activities are adapted to suit children's individual needs and ages and stages of development. For example, staff adjust the level of difficulty for children who find activities challenging and provide additional challenge for those who are ready for more. Younger children participate alongside older children, helping them form new relationships and develop their confidence and communication skills. Children who are initially reluctant to participate are encouraged to join in. These approaches help ensure that barriers to participation are effectively reduced. This means that children develop a deeper sense of belonging, experience success and enjoy being active together.

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Leadership and governance Strong standard

Leaders and those responsible for governance have high expectations for the quality of the provision and what children can achieve. They understand the setting extremely well and continually evaluate practice to identify strengths and areas for improvement. For example, as the number of children attending has increased, leaders have expanded the staff team and refined registration and dismissal arrangements. They carefully consider how responsibilities are allocated and what preparation can be completed before sessions begin. This helps ensure routines remain organised and children experience safe, smooth transitions.

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Leadership and governance Strong standard

Leaders continuously invest in staff development. Staff regularly update their knowledge and skills. Leaders responsible for governance observe practice and assess staff competence. They provide constructive feedback and revisit staff to check their progress. New staff receive personalised support and time to develop confidence in their roles. Experienced staff model excellent practice, and leaders identify individual strengths and areas for further development. This means staff become increasingly confident and competent. They help children benefit from well-organised and engaging experiences. As a result, leaders' embedded systems help to ensure they consistently deliver high-quality sports provisions that meet the changing needs of children and their families. Staff wellbeing is prioritised. Leaders know staff well and provide readily available support. They debrief staff after sessions, invite their views and encourage them to discuss their

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Leadership and governance Strong standard

experiences. This creates an open culture where staff feel valued and supported, contributing to low staff turnover. Leaders establish highly effective partnerships with families and school leaders. Parents and carers value the organisation of the club, its welcoming staff and clear communication. Leaders consider feedback from families alongside their own evaluations of practice. This ongoing reflection and embedded oversight help ensure that improvements remain focused on children's safety, inclusion, enjoyment and achievement.

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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 are happy, active and enthusiastic during their time at the club. They receive a warm welcome from staff and quickly settle into familiar routines. Children know what happens when they arrive. They respond when their names are called and confidently follow instructions. Children develop warm and trusting relationships with staff and feel comfortable expressing their needs and asking for help. This helps children to feel safe, secure and valued as members of the club.

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

Children enthusiastically participate in a varied range of physical activities that build their confidence and develop their physical skills. For example, children run, jump over hurdles, negotiate obstacles, throw balls and push tyres. They develop coordination, spatial awareness and physical fitness while experiencing the enjoyment of being active. Children listen carefully to instructions and demonstrations, and increasingly understand how to

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Address:

Balgowan Primary School Balgowan Road participate safely. They encourage their teammates, wait for their turn and celebrate each other's efforts. As a result, children develop their communication, cooperation and teamwork skills alongside their physical abilities.

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Address:

Children of different ages enjoy participating together. For example, younger children play alongside older children. This provides younger children opportunities to develop relationships with children they may not usually play with and helps them to grow in confidence. Children who are initially reluctant to participate receive encouragement from staff and become increasingly involved. Parents and carers confirm that their children enjoy attending and describe the club as organised, welcoming and caring. Some children return year after year. Parents speak positively about how attending has increased children's confidence. This means children experience a profound sense of belonging. They have fun, develop new skills and confidently participate alongside their friends.

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Next steps

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

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About this inspection

The inspector spoke with leaders responsible for governance, club leaders, staff, 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. Beckenham BR3 4HJ Type: Childcare on non-domestic premises

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About this inspection

Operating hours: Wednesday : 15:30 - 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

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

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