Fixation Academy of Performing Arts Whitings

Hill Primary Holiday Camp

Unique reference number (URN): 2740555 Address: Whitings Hill School, Whitings Road, Barnet, EN5 2QY Type: Childcare on non-domestic premises Registered with Ofsted: 21/08/2023 Registers: EYR, CCR, VCR Registered person: Fixation Academy of Performing Arts 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 Strong standard

Children demonstrate consistently positive attitudes and strong cooperation. Clear group agreements are revisited before activities, and children confidently repeat expectations, such as keeping hands and feet to themselves and making safe space during movement games. During musical statues, children show impressive self-control, freezing immediately when instructed and waiting patiently for the next cue.

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Behaviour, attitudes and establishing routines Strong standard

Staff model respectful language and reinforce turn-taking during imaginative exercises, such as placing their names into an 'imaginary bucket'. Children listen attentively, take turns and celebrate one another's ideas. When one child becomes reluctant to sit during circle time, staff calmly provide a puzzle to support regulation while maintaining inclusion in the group discussion. Transitions are purposeful and calm. Children respond promptly to tidy-up cues and demonstrate responsibility for their environment. Leaders promote consistent attendance and maintain strong communication with families. Children develop secure routines, confidence and positive attitudes to participation.

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Children's welfare and wellbeing Strong standard

Children's welfare is prioritised through structured routines and attentive supervision. Before snack, children independently wash their hands and pour drinks carefully from jugs, developing independence while staff maintain oversight. Children bring their own snacks, and staff supplement these with cucumber, breadsticks and hummus. Conversations about how these foods 'help our bodies grow strong' reinforce healthy lifestyle awareness.

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Children's welfare and wellbeing Strong standard

During high-energy activities, staff monitor children closely to ensure safety and adequate space. For example, before movement games, staff remind children to 'check your space' and demonstrate safe boundaries. When pretending to move like jungle animals, children are encouraged to vary pace safely, running fast like lions and then slowing down like snakes. This supports both the children's physical development and their awareness of safety. Emotional wellbeing is strengthened through daily emotion check ins. During registration, children identify feelings using an emotions poster. They describe themselves as 'happy, shy' or 'surprised'. Staff normalise all emotions and provide reassurance where needed. As a result, children feel secure, valued and confident to express themselves.

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Inclusion Strong standard

Leaders create an inclusive holiday environment, where all children access the same rich experiences with appropriate adjustments. A wide range of children, including those with special educational needs and/or disabilities and those who face other barriers to their learning and/or wellbeing, participate fully and confidently. Staff identify emerging needs quickly and adapt activities thoughtfully. For example, during lively music sessions, children sensitive to noise use ear defenders and are offered space at the edge of the circle until ready to join fully. In large-group performing arts activities, children can participate alongside an adult or begin in a smaller group before moving into the whole group.

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Inclusion Strong standard

Visual timetables support children to anticipate transitions, particularly before high-energy sessions, such as dance or jungle themed movement games. When children pretend to be aeroplanes landing in the jungle, staff skilfully adapt expectations. For example, some children move energetically across the space, while others explore the theme through smaller, controlled movements. Leaders maintain close partnerships with parents, gathering information at drop off about emotional presentation or family circumstances. This informs supportive check ins throughout the day. Fidget toys, and low-stimulation areas are introduced during busy periods. These enable children to self-regulate before re-engaging positively in play. As a result, children facing barriers to their learning and/or wellbeing remain fully included, confident and secure.

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Leadership and governance Strong standard

Leaders demonstrate secure and strategic oversight of the holiday provision and meet the statutory requirements of the early years foundation stage. They have an accurate understanding of the setting's context, including the needs of working families and those facing socio-economic disadvantage, and make strategic decisions that prioritise children's best interests. The provision of subsidised and free places reflects a sustained commitment to equitable access and inclusion for all families.

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Leadership and governance Strong standard

Self-evaluation is regular and informed by clear evidence about what is working well and where improvements can be made. Leaders carry out weekly observations of staff practice, review children's engagement and evaluate how effectively routines and staff deployment promote safety and positive experiences. These findings are discussed during staff meetings, supervision sessions and end-of-programme reviews. This promotes accountability and continuous improvement. Leaders act promptly on monitoring outcomes. For example, they enhanced the early years room by introducing a broader range of accessible resources to meet differing abilities and stages of development, enabling children to select resources independently and remain purposefully engaged.

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Leadership and governance Strong standard

Safer recruitment and induction procedures are rigorous and well organised. Mandatory training is current and systematically monitored. Leaders recognise they would benefit from further refining continuing professional development to strengthen the consistency and quality of staff interactions with children during play and group activities.

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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 welcoming and energetic holiday environment, where they feel known, safe and valued. Clear routines, vigilant supervision and warm, trusting relationships ensure children are cared for securely throughout the day. A wide range of children, particularly

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Inspector:

Anahita Aderianwalla disadvantaged children, those with special educational needs and/or disabilities, and those who face other barriers to their learning and/or wellbeing, access the provision confidently and are supported to participate fully.

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Inspector:

Children quickly become absorbed in imaginative performing arts sessions, creative play and physical challenges. During a performing arts session, children enthusiastically pretended to lift 'heavy' and 'light' imaginary buckets, painted the air with large sweeping movements and froze instantly during musical games. They laugh together, listen carefully to instructions and demonstrate pride when contributing ideas, such as describing 'brown leaves in autumn' or 'rainbow buckets'. Children collaborate confidently. When building dens using blankets and beanbags, they negotiated roles, shared resources and invited others to join their play. During tidy-up time, they folded blankets cooperatively while singing a tidy-up song, showing responsibility and respect for shared spaces. Children sustain concentration when completing jigsaw puzzles, carefully 'looking for the corners' as modelled by staff, and

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Inspector:

Children who feel unsure or who experience additional barriers are supported sensitively through flexible routines, quieter spaces and gentle encouragement. Children grow in confidence, form positive friendships and develop the resilience to try new experiences. Children flourish in a space, where they feel secure, included and excited to attend. Children grow in confidence, form positive friendships and develop the resilience to try new experiences.

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Next steps

Leaders should further enhance continuing professional development to strengthen sustained shared thinking and the consistency of high-quality interactions across routines and play activities.

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About this inspection

The inspector spoke with leaders, 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

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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: Fixation Academy of Performing Arts Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 17:00

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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