Complex Needs Holiday Schemes

Inspection of Complex Needs Holiday Schemes Phoenix Special School, 49 Bow Road, LONDON E3 2AD

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This provision meets requirements

Children enjoy the time they spend at this welcoming, organised and secure setting. They arrive in the morning with smiles and staff greet them warmly. Children form positive relationships with staff, which helps to promote their confidence and sense of belonging. They confidently explore the stimulating environments and choose activities that interest them. For example, children build sandcastles and decorate them with various toy sea creatures, including crabs and fish. Children demonstrate that they are happy and settled in the setting.

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This provision meets requirements

Staff have high expectations for children's behaviour and act as positive role models. Staff are respectful, warm and kind. They skilfully support children to regulate their own behaviour and manage their emotions. For example, staff use verbal instructions, sign language and visual aids to help children to express their needs and feelings. Children make efforts to respond to and follow instructions. Staff are skilled at recognising when children experience distress or discomfort. This sensitive approach helps to promote a calm and nurturing atmosphere throughout the setting.

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This provision meets requirements

Leaders and staff plan an exciting timetable of activities based on their thorough understanding of each child's unique and complex needs. Children engage in a wide range of activities, including manipulating play dough, participating in storytelling sessions and playing with sand. They are enthusiastic about the variety of activities which they take part in. These experiences provide opportunities for children to develop their social skills and support their personal growth.

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need to do better?

n Leaders and staff have high expectations for what children can achieve. All children who attend the setting are children with special educational needs and/or disabilities (SEND). Staff design an exciting and inclusive timetable of activities that reflects the diverse needs of children. For instance, children attend weekly swimming sessions. This helps to support their emotional regulation and physical development. n Communication is a high priority within the setting. Leaders and staff carefully identify each child's unique communication style. They use resources, such as visual timetables and picture cards, throughout the day to support children's understanding of what to expect next. These strategies help children to feel secure and build confidence. n Children engage in diverse experiences beyond the setting. They explore their local and wider communities through visits to libraries, parks, farms and woods.

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need to do better?

Staff use these experiences to help children to develop social skills that will

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need to do better?

30 July 2025 support them in their future lives, while also creating fond memories. n Children are settled and content in the setting. They demonstrate familiarity with the routine. Staff are deployed effectively to support each child's individual needs. They encourage children to attempt tasks for themselves, such as feeding themselves. This approach helps to boost children's self-esteem and fosters their independence. n Leaders and staff know children extremely well. Leaders conduct home and school visits before children start. They use this information to plan appropriate routines that support each child's smooth transition into the setting. Additionally, staff establish effective relationships with external agencies and professionals. This helps to promote children's overall well-being. n Children have ample opportunities for physical development through active play in the indoor and outdoor areas. They climb on outdoor play equipment, jump

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need to do better?

on the trampoline and play ball games. These activities help to develop their strength, coordination and spatial awareness. n Children engage in hands-on activities that enhance their sensory exploration and strengthen their hand muscles. For example, older children create faces using pasta and clay, while younger children enjoy hand printing with a variety of coloured paints. These sensory experiences nurture children's creativity and imaginations. n Staff carefully observe children during play. They use their knowledge of each child's interests to provide engaging activities. For instance, children step from one colourful dome to another as they sing the nursery rhyme about monkeys jumping on the bed. Additionally, they play games that involve recognising and using numbers up to ten. These activities help to build children's confidence through familiar and joyful experiences. n Leaders work closely with staff to foster a strong team spirit. Staff are highly

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need to do better?

motivated and dedicated to achieving positive outcomes for all children attending the setting. They comment on feeling fully supported by the leadership team. For example, new staff benefit from an in-depth induction programme that helps them to integrate smoothly into the team. Furthermore, staff participate in numerous training opportunities to help them fulfil their roles effectively. n Partnerships with parents and carers are extremely strong. Parents report that staff are caring and attentive to their children's needs. Staff provide daily feedback and offer suggestions to parents on how to support their children at home. This promotes consistency between home and the setting, which supports children's overall well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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Setting details

Unique reference number EY356388 Local authority Tower Hamlets Inspection number 10392125 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Out-of-school day care

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inspection

Total number of places 44 Number of children on roll 41 Name of registered person The Tower Project

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reference number

Telephone number 0207 790 9085 Date of previous inspection 5 August 2019

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Information about this early years setting

Complex Needs Holiday Schemes registered in 2007. It operates from the Phoenix Special School in Bow, in the London Borough of Tower Hamlets. The provision opens each weekday, from 9am to 3pm, during the school holidays. It provides specialised care for children with SEND. The provider employs 18 members of staff, all of whom hold appropriate qualifications at level 3 and above, including one member of staff who holds qualified teacher status. The setting provides government funded childcare.

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Inspection activities

n Leaders showed the inspector around the premises and explained what activities are on offer for children. n The inspector observed the interactions between staff and children. n The inspector spoke to staff and parents at appropriate times during the inspection and took account of their views. n Leaders spoke to the inspector about how they support the professional development of staff and ensure that that they are suitable to work with children. n Leaders provided the inspector with a sample of key documentation on request.

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Inspection activities

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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Inspection activities

30 July 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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