Roydon Acorns After School ClubOfsted report card, 30 Sept 2026

Roydon Acorns After School Club

Unique reference number (URN): 2864597 Address: Roydon Primary School, Epping Road, Roydon, HARLOW, Essex, CM19 5HN Type: Childcare on non-domestic premises Registered with Ofsted: 07/10/2025 Registers: EYR, CCR, VCR Registered person: Shipton, Sarah

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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 and staff have established a positive environment, where children can enjoy learning through play. Children enjoy the embedded routines, which ensure they feel safe and secure. For example, when arriving at the setting, they eagerly line up to wash their hands in advance of receiving their snack.

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Behaviour, attitudes and establishing routines Strong standard

Children play and interact well together. Older children help to support younger children. For example, they happily pour water for their younger friends. Children display politeness and consideration for each other. This is constantly reinforced by staff. For example, staff model good manners and praise children for using them.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff teach children to be patient. For example, they quietly await their turn when sharing paints. They speak to one another about their school day and the artwork they are doing. Staff regularly comment on children's work and praise their accomplishments. Children display this same appreciation for each other.

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Behaviour, attitudes and establishing routines Strong standard

When leaders and staff ask for attention, children immediately stop what they are doing and listen for instructions. This routine helps to keep children safe as well as teaching them listening skills. Children and staff enjoy secure attachments with one another. Children freely engage staff in conversation. Staff listen attentively, showing interest. Children seek affection from staff, for example, when asking for a cuddle. This shows that children are well-supported emotionally and have a firm sense of belonging.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is excellent. Leaders and staff have created a harmonious atmosphere, where children are thriving.

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Children's welfare and wellbeing Strong standard

Leaders ensure that children's wellbeing is embedded in all practice within this setting. When younger children require greater support, this is recognised and met well. For example, helping younger children with toileting while also ensuring their privacy and dignity.

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Children's welfare and wellbeing Strong standard

Children are welcomed into the setting by staff, who are pleased to see them. Staff actively engage children in conversation. This gives children the opportunity to speak about their day, as well as what they would like to do at the setting. Staff know the children very well. They understand different children's preferences and ensure they have access to these. This means that all children are happy and engaged.

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Children's welfare and wellbeing Strong standard

Children are developing an understanding of their personal health. They enjoy healthy snacks and are provided with water throughout the session. Leaders and staff use snack time to talk about nutrition, helping children to understand healthy eating. They also use this time to promote dental health. Children understand and enjoy these discussions.

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Children's welfare and wellbeing Strong standard

Children are learning about the natural world. They show interest in the setting's environment and talk keenly about the animals they have seen. Staff encourage this. For example, the transparent window box feeder encourages birds and squirrels. Children

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Expected standard

demonstrate enthusiasm and excitement, when looking and talking about the animals. They understand the need to be quiet, which helps them to regulate their emotions. They are learning and appreciating the world around them.

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Expected standard

The vast outside area gives children the chance to run, jump and climb. When using the wooden climbing apparatus, they are developing strength and balance. When chasing each other, they laugh and squeal, expressing their excitement and joy. Staff supervise them closely, reminding them to be aware of each other and to use the apparatus safely.

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Inclusion Expected standard

Leaders and staff quickly identify barriers to learning and have taken appropriate action to reduce these. Children are fully included in all activities, which are adapted to meet their needs. The youngest children are considered in planning. For example, non-readers and early readers can independently choose toys and equipment by using the pictures that complement the words. This means they feel secure and self-sufficient.

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Inclusion Expected standard

Leaders ensure that toys and equipment are accessible to all children. The youngest children have full access to toys that are appropriate to their age and stage of development. For example, when completing art and craft activities, the youngest children can choose stencils while the oldest children can draw and paint freely. All children are allowed to choose their activity and encouraged to advance appropriately. This means children are given opportunities to develop at their own rate.

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Inclusion Expected standard

Leaders have some strategic planning in place for reducing barriers to learning for children with special educational needs and/or disabilities (SEND). Although they do not have any children with SEND on roll, they are aware that this could change. Leaders and staff demonstrate willingness to be prepared for this. However, when leaders do not strategically forward plan staff training to meet the needs of children with SEND, this could lead to a delay in meeting children's needs.

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Leadership and governance Expected standard

Leaders have worked hard to create a fun, safe environment, where children feel secure and happy. They have a clear overview of the setting's context and strengths. Leaders use this knowledge to carefully plan for the development and care of all children. They benefit from a good working relationship with external partners and parents/carers. For example, leaders collaborate with the headteacher and school staff, sharing space and achieving the best outcomes for children.

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Leadership and governance Expected standard

Leaders take swift and appropriate action to change policies and procedures when required. For example, the introduction of lanyards for the children. Staff ensure that all children collected from their classrooms are given easily recognised lanyards to wear. This means that children are easily kept together and are separated from other children, ensuring their safe transfer from their classrooms to the setting. Staff speak of enjoying their work. They feel well supported and valued. Leaders are considerate of personal circumstances that may impact work performance and are committed to helping staff to reduce stress and anxiety. Parents speak of leaders and staff very well. Leaders are approachable and supportive of families. Children are inducted carefully, when joining the setting. This creates a strong working relationship between leaders, staff and families.

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Leadership and governance Expected standard

Leaders monitor staff performance with regular appraisals. They react considerately to staff needs and are conscious of staff workload. Staff have access to a range of professional development courses. However, when leaders do not direct this learning to provide relevant and appropriate professional development, staff may not be well equipped to respond to all situations. For example, meeting the needs of new children with special educational needs and/or disabilities.

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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 are happy and excited, when they are collected from their classrooms and brought to the setting. They receive an individual welcome from caring staff and actively engage in conversation. They enter the setting and enthusiastically put their items away before preparing for their snack, clearly demonstrating their understanding of routines and expectations.

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

Children eagerly anticipate their activities. They enjoy a healthy snack and quiet conversation before they help to tidy away and clean the area, ready for their art and craft work. Children listen attentively to instructions for directed activities and confidently ask questions about their tasks.

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

Children learn and play together. Older children considerately assist younger children, who are fully included in all activities. For example, helping to prepare the tables for painting. Children share easily and demonstrate patience, when waiting their turn. They share experiences with each other. For example, alerting everyone when a bird comes into the transparent window box. This shows they acknowledge each other and display a sense of belonging.

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

Children's unique needs and preferences are understood and valued. They enjoy a variety of age- and stage-appropriate toys. This means they develop well. Children benefit from firm attachments to staff, who are caring and comforting. Staff know children extremely well. This means that children feel valued and included.

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

Children experience a variety of activities that help them to learn positive social skills. Staff consistently encourage politeness and consideration for each other. For example, by modelling and praising good manners. Children's sense of achievement is high. They readily bring their pictures to show staff, who compliment them as well as prompting possible improvements. Children express their ideas with confidence, showing a sense of security and self-value.

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

Children are flourishing in this safe, caring setting. They have opportunities to learn through a variety of play activities. They show pride in their accomplishments and readily express how much they enjoy attending the setting.

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Next steps

Leaders should strategically plan to ensure that staff are fully prepared to meet the needs of any future children with special educational needs and/or disabilities.

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Address:

Roydon Primary School, Epping Road Roydon HARLOW Essex CM19 5HN

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 17:30

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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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About this inspection

The inspector spoke to leaders and staff during this 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.

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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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