Munchkin Sports Crofton Infants After School Care

Care

Unique reference number (URN): 2826410 Address: Crofton Infant School, Towncourt Lane, Petts Wood, Orpington, BR5 1EL 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 expectations and routines that children understand and follow extremely well. Children know how to move safely and purposefully between activities. For example, staff make transitions engaging by encouraging children to imagine they are boarding a train, and use countdowns to prepare them for what happens next. Children respond promptly to instructions and confidently manage familiar routines. This creates a calm, harmonious environment where children feel secure and are ready to participate.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate highly positive attitudes towards their activities. Staff enthusiastically recognise their efforts through praise, celebrations and encouragement. Children are motivated to participate, listen attentively and learn new skills. They develop positive relationships with their teammates and happily celebrate each other's achievements. Children understand their responsibilities in the club. For example, when staff ask what needs to happen before they leave, children know that they need to collaborate and tidy away equipment. As a result, children develop teamwork, cooperation and respect for their environment.

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Behaviour, attitudes and establishing routines Strong standard

Children enjoy attending the club. Parents speak positively about their enthusiasm for taking part. Many families choose to return every year. Leaders work closely with school leaders to maintain rigorous systems for checking children's attendance. Registers are shared and checked as children arrive and move into their allocated groups. This ensures that leaders know which children are expected to attend and can account for them throughout the session. These well-established arrangements, alongside children's enjoyment, positive relationships and secure understanding of routines, help children feel safe, settled and ready to participate fully in everything the club offers.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are given high priority. Staff establish warm and responsive relationships with children, who confidently approach them when they need help. Children feel emotionally secure and clearly enjoy attending the club. They readily share their views about the activities they enjoy, such as the 'pirate' and 'troll' games. This demonstrates that children feel valued, listened to and comfortable expressing themselves.

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Children's welfare and wellbeing Strong standard

Staff are attentive to children's physical needs throughout the session. They encourage children to drink when they are thirsty and support them to access the toilet when needed. Children confidently tell staff when they need to use the toilet, and receive support. Clear routines and close supervision help children feel safe and ensure their personal needs are responded to promptly.

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Children's welfare and wellbeing Strong standard

Children develop a highly positive attitude towards being physically active. They enthusiastically participate in energetic games and activities that develop their physical skills, coordination and control. Staff provide encouragement and support so that children experience success and build confidence in their physical abilities. Children develop their hand–eye coordination as they practise throwing, catching and controlling balls. Leaders establish clear procedures for the end of sessions. Children are carefully accounted for and transferred safely to parents, school staff or wraparound provision. This promotes children's safety and wellbeing throughout their time at the club.

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Inclusion Strong standard

Leaders create a highly inclusive culture where all children are supported to participate and experience success. Staff know each child's individual needs and adapt activities in response to their age, ability and circumstances. They observe how children engage, and adjust the level of support or challenge accordingly. For example, staff initially introduce activities at a more accessible level before increasing the challenge. This enables children to build confidence, develop their skills and participate alongside their peers.

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Inclusion Strong standard

Children who may face barriers to engagement receive highly effective, individualised support. Staff adapt their interactions for children who face barriers to engagement and provide alternative ways for them to participate, such as becoming a referee or head coach. Younger or shorter children are supported to develop physical skills successfully. For example, staff kneel to children's height when demonstrating chest passes. As a result, children remain involved, develop confidence and experience a profound sense of achievement and belonging.

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Inclusion Strong standard

Leaders work effectively with school staff to meet children's individual needs, including those of children with medical needs. Individualised support is readily available and leaders respond promptly when children need additional help. This joined-up approach reduces barriers and helps all children, including those with special educational needs and/or disabilities and those who may face barriers to engagement, to enjoy, participate and achieve.

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Leadership and governance Strong standard

Leaders and those responsible for governance have a clear and ambitious vision for the club. They establish rigorous systems that prioritise children's safety, inclusion and enjoyment. Leaders work closely with the school to coordinate children's arrival and collection. Registers are checked at different points, and information is shared about children attending wraparound provision. This effective oversight ensures that children are accounted for, and that transitions are safe and well organised.

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Leadership and governance Strong standard

Leaders invest significantly in developing staff knowledge, skills and confidence. New staff complete a structured onboarding and training programme, including mandatory safeguarding training. Leaders regularly observe practice, provide constructive feedback and revisit identified development points to evaluate improvement. Staff are encouraged to take the lead and develop from their individual starting points. As their confidence and expertise increase, they model effective practice for newer colleagues. This strengthens the quality of experiences children receive and supports more children to participate successfully and develop positive attitudes towards sport.

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Leadership and governance Strong standard

Leaders create a supportive culture for staff. Regular briefings, communication and access to line managers help staff feel confident in their roles and comfortable seeking advice. Staff report feeling valued and supported, contributing to high levels of retention. Those responsible for governance maintain effective oversight through visits and quality assurance. This helps to ensure that expectations are understood and implemented across the provision. Leaders continually seek ways to develop the quality of their provision, including plans to gain sports accreditation. Their ongoing evaluation, professional development and investment in staff help ensure that children remain safe, included and able to enjoy and achieve during their time at the club.

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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 thoroughly enjoy their time at this energetic and welcoming after-school club. They arrive after their school day and quickly settle into familiar routines. Children are warmly greeted by club staff, who ask about their day. They develop a strong sense of belonging through team activities. Children confidently participate, listen attentively and follow instructions with enthusiasm. They clearly express their enjoyment, describing favourite experiences such as 'pirate' and 'troll' games. Parents and carers confirm that their children enjoy attending, with some families returning to the club each year.

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

Children develop valuable physical and social skills through exciting, purposeful activities. They learn skills that provide foundations for sports such as netball, including throwing, catching and different ways of passing a ball. Children remember previous learning and confidently demonstrate their skills to others. They develop their hand–eye coordination, physical control and confidence as they practise. Children engage successfully with teammates, learning to share, wait and take turns. They cheer for one another and experience pride when their efforts and achievements are recognised. These positive experiences help children develop teamwork, resilience and an enjoyment of physical activity.

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

All children are valued and supported to participate, including children with special educational needs and/or disabilities and those who may face barriers to engagement. They experience success as they engage in activities perfectly matched to their abilities and needs. This helps all children remain involved. Children know the routines extremely well and confidently follow instructions as they move between activities and prepare to leave. Rigorous systems ensure that children are accounted for throughout the session and safely transferred to their next destination. As a result, children feel safe, included and confident. They develop positive relationships, enjoy learning new skills and thrive as valued members of the club.

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Next steps

Leaders and those responsible for governance should continue their excellent work to ensure transformational outcomes for all children, including children 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, including those responsible for governance, and staff, children and parents during the inspection.

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Address:

Crofton Infant School Towncourt Lane, Petts Wood Orpington BR5 1EL

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Tuesday,Thursday : 15:10 - 16:10

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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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4 to 7

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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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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