Thames View Extended ProvisionOfsted report card, 22 Sept 2026

Thames View Extended Provision

Unique reference number (URN): 2802839 Address: Thames View Infant School, Bastable Avenue, Barking, IG11 0LG Type: Childcare on non-domestic premises Registered with Ofsted: 27/09/2024 Registers: EYR, CCR, VCR Registered person: GSJM Sports 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 Expected standard

Children typically behave well. Staff give children plentiful opportunities to take part in team games and have fun with their friends. They share the rules and expectations effectively with children to help promote their attitudes to activities, such as sports. Children benefit from learning team games and rules. They cooperate well with one another, waiting for their turn and sharing well. Children feel happy and secure in an environment, where they are kind to one another.

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Behaviour, attitudes and establishing routines Expected standard

Staff generally adapt their approach to supporting children's behaviour for children with special educational needs and/or disabilities. For example, they consider when children may need more support from staff to understand instructions. This helps all children to be able to join in as they play games. Leaders monitor children's attendance and identify any barriers for children. They work with parents to provide flexible care and understand individual circumstances to promote attendance. Staff have positive relationships with children. They build relationships and get to know children's personalities. They typically use what they know to inform the planning of activities. As a result, children want to join in.

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Inclusion Expected standard

Leaders obtain information about children before they start at the after-school club. They work with parents and local partners, including schools, to plan effective support for children with special educational needs and/or disabilities. For example, leaders typically consider when they may need to have more staff support or how to adapt activities to help all children to have equal access to the experiences provided at the after-school club. Leaders consider any other barriers that children may have in their wellbeing to plan effective routines. For example, for children who need additional support with transitions or quiet spaces to promote their mental health and wellbeing. Leaders pay attention to the emerging needs of children and make adaptations accordingly to promote their experiences.

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Inclusion Expected standard

Leaders generally work with external partners, such as schools, to ensure that children can access other clubs, where appropriate, to support their development and experiences. For example, by being flexible where children attend extracurricular activities before arriving at the after-school club. Staff consider children's best interests. All children can access the opportunities available and take part alongside their peers.

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Children's welfare and wellbeing Needs attention

Leaders do not ensure that staff have a secure understanding of the policies and procedures designed to promote children's welfare. Consequently, there are inconsistencies in practice, including when collecting children from different sites and supervising children during mealtimes. Staff do not always recognise the equipment required for outings, such as first-aid kits, and supervision arrangements are not consistently effective. These weaknesses mean that children's safety and wellbeing are not promoted as effectively as they should be.

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Children's welfare and wellbeing Needs attention

Staff teach children healthy messages about exercise. They support children to take part in a range of activities outside in the fresh air. Children are able to develop positive attitudes to fitness as they play ball games with the support of coaches. Staff prepare healthy food for children and talk to them about making healthy choices. This helps children to develop healthy eating habits. Staff consider the additional support children with allergies and intolerances may need when planning their menu. This promotes the physical health of all children. Children develop healthy habits.

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Leadership and governance Needs attention

While leaders provide regular opportunities for staff development through meetings and supervision, they do not do enough to ensure that all staff fully understand and consistently implement policies and procedures. For example, staff do not always recognise their responsibility to take a first-aid kit on outings or maintain appropriate supervision of children during mealtimes. As a result, policies are not applied consistently in practice, which compromises children's safety and welfare.

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Leadership and governance Needs attention

Leaders consider staff wellbeing and workload when planning activities. They give staff support through regular meetings to identify any challenges and plan training to help staff to further develop their skills. As a result, staff enjoy working at the after-school club and feel well supported. Leaders engage effectively with parents to help them to understand children's experiences. For example, they work with parents so they understand the activities that children do at the after-school club. Staff give parents daily feedback on what children have done during the day. This helps support children's transitions between home and the after-school 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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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 enjoy coming to the after-school club. They settle down into familiar routines and engage in activities with staff, who know them well. Staff are warm and approachable and help children feel valued. While leaders take steps to promote the welfare of children at the after-school club, staff do not consistently implement some policies and procedures, including those relating to outings and mealtimes. As a result, children's welfare is not consistently promoted. Despite these weaknesses, children speak positively about their experiences at the club and are eager to participate in the activities available to them.

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

Children have a familiar routine at the after-school club and this helps them to feel safe and happy. They enjoy a range of craft activities and games that help them to maintain focus and concentration and persevere at activities that reflect their interests. Children are physically active. They enjoy spending time outside in the large green spaces and on the climbing equipment. All children are supported by staff to build resilience as they take risks in their play. This includes children with barriers to their learning. For example, children enjoy practising swinging on the monkey bars outdoors. They receive praise from staff, who give them positive feedback for joining in. Children enjoy a welcoming space, where they can try new activities and keep going when they experience setbacks.

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

If children have barriers to attendance they are addressed by leaders, who provide appropriate support. Children have positive relationships with one another and play cooperatively. They learn to share resources, take turns and consider the views of others. Children feel comfortable approaching staff for support and guidance when needed. This contributes to an environment, where children feel a sense of belonging.

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Address:

Thames View Infant School Bastable Avenue Barking IG11 0LG

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Address:

Type: Childcare on non-domestic premises

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

improve staff understanding of policies and procedures, and ensure that they consistently implement these in their daily practice to promote children's welfare 31/10/2026

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Action Completion Date

ensure that staff consistently implement the setting's procedures for supervising children during mealtimes 30/09/2026

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About this inspection

The inspector spoke with leaders, staff, parents 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. Register(s): EYR, CCR, VCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00

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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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