Yellow Birds Holiday Club on The Green

Yellow Birds Holiday Club on The Green

Unique reference number (URN): 2740305 Address: St. Marys Catholic Primary School, Station Road, London, E4 7BJ Type: Childcare on non-domestic premises Registered with Ofsted: 10/07/2023 Registers: EYR, CCR, VCR Registered person: Yellow Birds Play Academy 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

Overall, leaders have established a clear and positive set of expectations that are understood by children and staff. Daily reminders of 'stay safe, be kind and have fun' create a shared language and help children to understand the standards expected of them. Staff use visual and verbal prompts, alongside countdown signals before transitions, to support most children to move between activities with minimal disruption. However, at times, particularly during busy moments, staff step in quickly rather than consistently reinforcing their expectations or promoting children's independence. This does not consistently help children to further develop skills to regulate their emotions and responsibility.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between staff and children are warm and respectful. Staff model courteous language and acknowledge positive choices. Children collaborate during group competitions, such as working together to construct large-scale structures, negotiating roles and celebrating sharing their successes. Staff use praise and reward systems to reinforce teamwork and kindness. This helps children to develop confidence and pride in their behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote the importance of attendance and punctuality. They check registers carefully and contact families promptly if children are absent without explanation. This supports continuity and reinforces expectations with parents and carers.

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Behaviour, attitudes and establishing routines Expected standard

Children usually follow routines well, including lining up before outdoor play and tidying away resources. However, during busier periods, staff do not consistently reinforce their expectations at the earliest opportunity. Leaders step in appropriately to reset expectations when needed. However, this lack of consistency across the team does not ensure that children proactively and routinely follow expectations and boundaries. This does not consistently help children to develop greater self-discipline and responsibility within the club's structured environment.

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Children's welfare and wellbeing Expected standard

Staff promote children's welfare and wellbeing through attentive care and structured routines. They know children well and are aware of their individual needs. Staff record relevant information clearly and share this with the team before each holiday period so that support for children is consistent. Children who require reassurance receive comfort promptly. Staff support children sensitively to rejoin activities, helping them to feel emotionally secure.

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Children's welfare and wellbeing Expected standard

Daily routines support children's physical wellbeing. Staff encourage children to wash their hands before meals and supervise lunchtime carefully. They remind children about the importance of not sharing food and explain why this matters for those children with additional dietary needs. Children are encouraged to dispose of waste responsibly, reinforcing healthy habits and environmental awareness. Leaders monitor accidents and incidents carefully. They review records immediately and collectively at the end of each holiday period to identify patterns and reduce risks. Leaders also work in partnership with the host school to ensure that the premises remain safe and appropriate for children's use.

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Children's welfare and wellbeing Expected standard

Children receive support to recognise and manage their emotions. Staff use calm explanations and reassurance to help children to resolve minor disagreements and return to their play. While many children manage routines confidently, staff do not consistently extend opportunities for children to develop greater independence. This does not consistently strengthen children's resilience and overall wellbeing.

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Inclusion Expected standard

Leaders gather detailed information at registration about children's backgrounds, languages, interests and additional needs. This information informs planning and daily organisation. The club's themed approach reflects the diverse community it serves. Staff provide resources, such as dolls representing different ethnicities, helping children see themselves reflected in the environment.

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Inclusion Expected standard

When leaders identify that children may have emerging additional needs, they respond proactively. They liaise with families and relevant schools to seek advice and review strategies to support children's participation. For example, when leaders identified that children attending the club required additional support with communication and interaction, they sought advice from a specialist school and shared strategies with staff to support children's engagement in play and interaction with others. Staff are informed of children's needs before each holiday period so that support approaches remain consistent.

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Inclusion Expected standard

Leaders support staff to develop their understanding of inclusive practice through training and discussion. Staff access safeguarding and other training linked to supporting children's needs. Leaders also use staff briefings to share strategies and discuss how staff can adapt their interactions to support children effectively.

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Inclusion Expected standard

Leaders reduce barriers to participation. For instance, when children arrive without appropriate food provision, staff respond sensitively and ensure their needs are met while maintaining positive communication with families.

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Inclusion Expected standard

Staff demonstrate awareness of children's differences and generally support them to participate in activities and trips. However, strategies to consistently promote children's independence are not yet embedded uniformly across all staff. For example, staff sometimes complete tasks for children rather than encouraging them to manage belongings or resources independently. Leaders do not consistently review how staff adapt their practice to strengthen this aspect of support further.

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Leadership and governance Expected standard

Leaders have established secure systems to ensure statutory requirements are met and that the holiday provision runs efficiently. Recruitment procedures are thorough and carefully documented. Leaders ensure that staff have appropriate vetting checks, references and evidence of qualifications. They monitor Disclosure and Barring Service checks through the update service and maintain oversight of renewal dates to ensure ongoing suitability.

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Leadership and governance Expected standard

Leaders ensure that staff complete and update mandatory training, including safeguarding and paediatric first aid. They embed and review systems for recording and reviewing accidents, monitoring attendance and sharing information about children's additional needs regularly to inform improvements.

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Leadership and governance Expected standard

Leaders demonstrate a clear understanding of the setting's strengths and areas requiring further development. They use daily briefings and end-of-session reflections to review what has gone well and identify refinements. Staff report that leaders are approachable and supportive. They say their wellbeing is considered when making decisions about deployment and workload.

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Leadership and governance Expected standard

Leaders work effectively with the host school to maintain safe premises and with families to support children's needs. There are monitoring arrangements in place. However, there is not consistency in coaching and oversight to help ensure that staff implement their expectations uniformly and further strengthen the quality of provision.

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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 arrive to a warm and friendly welcome and settle quickly into familiar routines. They place their belongings away and gather together to revisit the club's shared expectations. This predictable start to the day helps children to feel secure and understand what is expected of them. Children enjoy a lively and sociable holiday environment. They move confidently between activities, such as construction play, creative tasks and small-group tasks. During themed activities, staff sit alongside children, encouraging them to share ideas and reflect on kindness and positive choices. As a result, children cooperate well, show consideration for others and celebrate one another's successes.

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

Children build positive relationships across all age groups. Older children guide their younger peers safely and model patience. Staff recognise and praise these interactions. This reinforces a culture of respect and inclusion. Staff support children's wellbeing thoughtfully. They recognise when children become unsettled and provide reassurance, helping them return to play. Staff supervise energetic indoor and outdoor activities and intervene to reinforce safe movement.

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

Children are generally encouraged to take responsibility, such as tidying resources and lining up sensibly before outdoor play. Many do this confidently. Children speak enthusiastically about attending the club. They enjoy the themed activities and look forward to trips. Children feel safe, included and part of a welcoming community, where staff know them well.

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Address:

St. Marys Catholic Primary School Station Road London E4 7BJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Yellow Birds Play Academy Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Address:

Local authority: London Borough of Waltham Forest

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Next steps

Leaders should support staff to embed consistent modelling and reinforcement of their expectations for children's behaviour. Leaders should strengthen monitoring and coaching to embed consistently high expectations across staff's practice, particularly in reinforcing expectations and providing consistent opportunities for children to develop their independence skills further.

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About this inspection

The inspector spoke with leaders, staff, children and considered written feedback from parents 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

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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. 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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