Whitings Hill EN5 2QY Non Stop ActionOfsted report card, 6 Oct 2026

Whitings Hill EN5 2QY Non Stop Action

Unique reference number (URN): 2835323 Address: Whitings Hill School, Whitings Road, Barnet, EN5 2QY Type: Childcare on non-domestic premises Registered with Ofsted: 29/04/2025 Registers: EYR, CCR, VCR Registered person: Non Stop Sports Education 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 Expected standard

Generally, children behave well at the club. They are kind to one another and understand the importance of sharing resources and waiting their turn, including during sports activities. Staff introduce the club's expectations at the start of each session, helping children understand the main rules. Warm and trusting relationships develop between staff and children. Staff know children well and use supportive approaches to help them manage their emotions. This is particularly helpful for children with special educational needs and/or disabilities.

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Behaviour, attitudes and establishing routines Expected standard

Routines are generally well established. Staff help new children put away their belongings, take out their water bottles and choose activities. Children settle readily and participate enthusiastically in structured activities and free play. Staff revisit the 'golden rules' and usually respond appropriately, when children need guidance. However, they do not always reinforce expectations or explain the reasons for them consistently. For example, during minor disagreements, staff sometimes miss opportunities to remind children how to treat one another. At snack time, staff ask children to sit down when they notice them walking with food, but do not always explain that remaining seated helps keep them safe. They do not provide consistent explanations to help children understand expectations and manage their behaviour increasingly independently.

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Behaviour, attitudes and establishing routines Expected standard

The club promotes attendance and punctuality. Leaders have procedures to monitor children's attendance and recognise the importance of working in collaboration with parents.

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Children's welfare and wellbeing Expected standard

Overall, children's welfare and wellbeing are supported effectively. Leaders gather important information about children's individual needs from the outset, including through discussions with parents and carers about how best to support them. This particularly benefits children who face barriers to their development and helps them to settle.

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Children's welfare and wellbeing Expected standard

Younger children have a designated key person, who develops positive relationships with them. Staff generally supervise children closely, particularly those with special educational needs and/or disabilities, and respond appropriately when they do not want to take part fully in adult-led activities. These children voice what they would like to do instead, and staff accommodate their choices where possible. Children feel comfortable approaching staff for help.

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Children's welfare and wellbeing Expected standard

Planned activities generally give children opportunities to express themselves, develop friendships and strengthen their social skills, which supports their emotional wellbeing. At different times throughout the day, children make choices about their play and select what they would like to eat from a wide range of healthy snacks. Typically, staff promote healthy lifestyles during everyday routines, such as reminding children to drink water regularly while playing outdoors and to wash hands thoroughly before mealtimes and after using the toilet. Children happily join in team games, running around cones with precision. However, staff do not consistently recognise or use opportunities to help children understand why these routines are important and how they affect their health.

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Inclusion Expected standard

Overall, leaders and staff promote an inclusive club. They recognise children's different needs and liaise with parents and carers from the outset to gather information that helps them plan appropriate provision. This includes children with special educational needs and/or disabilities (SEND) and those from disadvantaged backgrounds. Staff generally provide attentive support to help these children feel settled, happy and comfortable at the club. For example, they encourage children to take part in care routines independently, such as filling up their water bottles from the water machine. Children, including those with SEND, also benefit from experiences they may not have encountered before, such as participating in outdoor games, such as doge ball, tennis and cricket.

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Inclusion Expected standard

Typically, staff are mindful of children's emotional needs and help them manage frustration. They observe and sensitively support children with SEND, enabling them to explore, participate and interact with others. Staff make suitable adjustments, including using visual prompts, shorter instructions and access to a quiet spaces, where they talk to an adult. These adjustments help children understand routines, communicate their needs and participate more confidently. Leaders and staff also support younger children and those who are new to the club by helping them settle into arrival routines and become familiar with the environment. However, staff need to deepen children's understanding of appropriate behaviour and support their growing independence in managing their actions.

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Leadership and governance Expected standard

Leaders understand the children and families who attend the club, particularly those who face barriers to their development. They recognise the club's strengths and take action in some areas. For example, they revised the collection procedures so that staff verify each authorised adult before allowing any child to leave. This helps to make handovers more secure. However, leaders' self-evaluation is not yet rigorous enough to sharply identify and address specific areas of improvement to consistently benefit children's outcomes further.

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Leadership and governance Expected standard

Overall, leaders reflect on some aspects of staff practice and generally support staff to engage in professional development to enhance their knowledge and skills. Staff are positive about the team they work with. They value the coaching and mentoring they receive from leaders, such as to implement strategies to help address the needs of children with special educational needs and/or disabilities (SEND). This develops staff's knowledge and helps them use appropriate strategies, particularly for children with SEND.

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Leadership and governance Expected standard

Staff value the teamwork and guidance they receive. Regular check-ins and open communication enable leaders to consider staff workload and wellbeing and provide additional help when needed. However, monitoring has not fully identified that staff do not consistently explain behavioural expectations or reinforce how exercise, hygiene and nutritious food support children's health and wellbeing.

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Leadership and governance Expected standard

Leaders establish positive partnerships with parents. They gather information about children's interests, routines, health and additional needs and use it to adapt care and support. Regular conversations and messages keep parents informed and enable them to raise concerns or provide feedback. Leaders also work closely with the host school to share relevant safeguarding, attendance, medical and SEND information. Agreed approaches to collection and transitions provide continuity between school and the club. When necessary, leaders seek advice from other professionals with parents' consent. This coordinated working helps children receive timely support.

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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 receive a warm welcome and settle into familiar routines. Staff collect younger children first and accompany them to the hall before older children arrive. Children choose from drawing, construction, tabletop games and physical activities. They build trusting relationships with familiar staff.

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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 (SEND) and those new to the holiday club, build warm and positive relationships with staff. They become active members of the club and generally follow instructions through different opportunities, such as team activities. This supports children to foster a sense of togetherness and belonging through shared experiences. Children who may become overwhelmed or need extra help, use quiet spaces in the school library, and visual timetables to help them manage transitions, join activities and feel that they belong.

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

Children show positive attitudes to play. They concentrate, persevere and adapt their ideas, when challenges arise. For example, they build a tower with construction blocks as high as a table, assess why it becomes unstable and alter their design. Others cooperate to construct a railway, test the train and reposition the track, when it does not run smoothly. These experiences develop independence, problem-solving skills and confidence. Children eagerly practise physical skills outdoors. They use hoops, balls, ropes and climbing equipment to develop balance, coordination and accuracy. During a cup and ball and beanbag challenge, they adjust the force and direction of their throws as staff move the target further away. Children remain motivated and take pride in improving.

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

Overall, children remain suitability engaged in the routines throughout the session. In general, children show respect for staff and the club rules. They generally cooperate, share equipment and wait for their turn. They encourage their friends and enjoy challenges together. Children develop independence as they spread butter and peel fruit at snack time. Staff monitor attendance and work with parents and the host school, when children need additional support. In the main, children feel secure, participate confidently and enjoy their time at the club.

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Next steps

Leaders should strengthen staff practice so that expectations are consistently reinforced and clearly explained, helping children understand the reasons for rules and manage their behaviour increasingly independently. Leaders should strengthen staff practice in helping children understand the importance of healthy routines, including exercise, hygiene and healthy food choices, for their bodies. Leaders should refine their self-evaluation of the provision, so that it more sharply identifies and addresses areas for improvement to further enhance experiences for children.

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Address:

Whitings Hill School Whitings Road Barnet EN5 2QY

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Non Stop Sports Education Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 08:40,Monday,Tuesday,Wednesday,Thursday,Friday : 03:20 - 06:00

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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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About this inspection

The inspector spoke with senior leaders, the club manager, staff 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. This data is from 6 October 2026

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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. 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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