The Strings Club - Walthamstow Holiday Camp (Edinburgh School)

(Edinburgh School)

Unique reference number (URN): 2746914 Address: Edinburgh Primary School, 97 Queens Road, London, E17 8QR Type: Childcare on non-domestic premises Registered with Ofsted: 03/08/2023 Registers: EYR, CCR, VCR Registered person: The Strings Club 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

Leaders embed a calm and harmonious environment, where expectations for behaviour and routines are clear, consistent and well understood by children and staff. For instance, children respectfully respond to directions, they rise to the challenge of clearing the activities in a cooperative way before the end of the tidy-up song. Children put their names on the activities they have created and proudly show their creations to staff. Children take great delight from staff praise, this helps to develop their self-esteem and confidence.

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Behaviour, attitudes and establishing routines Strong standard

Staff recognise the importance of developing children's social and emotional skills. They consistently support children to understand and regulate their emotions through providing opportunities during circle time and daily music and dance workshops, such as 'pieces of me', where children talk about how a piece of music makes them feel. Through drama and discussion, they practise kind choices and exploring how their actions make others feel.

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Behaviour, attitudes and establishing routines Strong standard

Children show shared enjoyment and perseverance in creating sounds. Children tap and count the beats to a rhythm as they learn to strum the ukulele. Staff demonstrate their understanding of the different ages of children by planning a shorter session for the younger children than the older group.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote the importance of punctuality with parents and the positive impact this has on children's ability to settle with their peers and fully participate in all the activities on offer.

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Children's welfare and wellbeing Strong standard

Leaders and staff create a welcoming and nurturing environment for all children, including children with special educational needs and/ or disabilities and those who may face barriers to learning, they know children well and respond sensitively to individual needs. Children establish positive and secure relationships with staff and built attachments with their key person, helping them to settle and feel safe and secure. Children develop a sense of belonging and become increasingly confident and independent at the club.

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Children's welfare and wellbeing Strong standard

Leaders and staff prioritise children's welfare and wellbeing effectively. Children consistently follow well-established hygiene routines with confidence. Staff remind children to drink plenty of water to rehydrate during the day. Children get their own snack out of their lunch box. Staff praise children for bringing healthy snacks.

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Children's welfare and wellbeing Strong standard

Children benefit from a wide range of opportunities to develop their physical skills. They participate in creative activities, such as crafts, drawing and learning the ukulele, which support the development of fine motor control. In addition, they show high levels of stamina and strength as they engage in active outdoor play that promotes their physical strength and resilience. During workshops, children use their bodies creatively by listening to the music and moving in ways that inspire them.

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Children's welfare and wellbeing Strong standard

Staff are attentive to children's emotional needs They consistently plan and provide meaningful opportunities for children to express themselves, develop friendships and strengthen their social skills, which supports children's emotional wellbeing.

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Inclusion Strong standard

Leaders create a culture, where every child's needs are identified early and understood well. A secure online booking system allows parents to provide detailed information to support continuity of care for children. Leaders engage with parent/carers to gather an in-depth understanding of children's specific needs. This highly effective collaboration between parent/carers and the staff provides children with consistent support, ensuring they feel secure and included while at the club.

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Inclusion Strong standard

Leaders and staff undertake a range of training in special educational needs and/or disabilities (SEND), which strengthens their ability to promote inclusive practice. Consequently, all children are welcomed, valued and supported to participate fully in the club's activities. Children benefit from experiences that are adapted to meet their individual needs, and from staff who place a strong emphasis on supporting their emotional wellbeing and overall welfare.

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Inclusion Strong standard

Leaders and staff know children well, they are quick to identify when children require additional support. They work in collaboration with parents to put into place appropriate intervention to help meet children's needs. Leaders deploy resources well. For example, they employ additional staff to provide a higher level of individual support for children.

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Inclusion Strong standard

The key-person approach ensures continuity of care for each child. They plan meaningful support that enables each child to participate and engage, such as visual supports, now and next boards and use of fidget toys. This helps children with SEND communicate confidently and express their needs alongside their peers.

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Leadership and governance Strong standard

The leadership team and staff demonstrate a firm commitment to keeping children safe. Effective recruitment, induction and ongoing training procedures are securely embedded to ensure high standards of children's safety and welfare are consistently maintained.

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Leadership and governance Strong standard

Leaders are inspirational and committed to high-quality provision with a clear vision and drive for continuous improvement, they use reflective evaluation to identify priorities for improvement. For example, effective use of local information to support planning for children with special educational needs and/or disabilities. Decisions are consistently made in the best interests of children, including those who may be disadvantaged or face barriers to wellbeing.

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Leadership and governance Strong standard

Leaders proactively identify opportunities to further develop staff knowledge and skills and provide sessions to enhance their wellbeing. For example, all staff join together for refresher training and to get to know their teams at the start of each holiday club. This supportive and nurturing approach contributes to a confident, skilled and motivated team. where staff feel valued and well supported in their role.

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Leadership and governance Strong standard

Parents speak very highly of the club and the quality of provision it offers. They note the enthusiasm their children show in learning musical instruments. Parents appreciate the wide range of engaging activities provided, which contribute to children's ongoing enjoyment and development. They value the clear communication with staff and describe the team as welcoming, caring and friendly.

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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 thrive in the calm, well organised and nurturing environment. They are full of enthusiasm on arrival at the club, they are warmly welcomed by staff, whose positive interactions and encouragement help to foster a strong sense of belonging.

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

Children quickly become absorbed in their play. Staff plan a rich and exciting programme of activities with plenty of opportunities for all children, including children with special educational needs and/or disabilities to explore creative arts, drama and develop music- based skills, from moving to music to learning to play a ukulele.

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

The key-person system is highly effective in fostering younger children's sense of security and belonging. Children know their key person well, confidently approach them for reassurance when required and build secure, trusting relationships that help them to settle swiftly and feel safe within the club.

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

Children are positive role models for their peers and enjoy taking on the role of 'buddy' for new children. Older children display a high level of maturity as they read to the younger children. This helps to contribute to an inclusive atmosphere in which children feel acknowledged and valued.

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

Children demonstrate sustained levels of concentration, curiosity and engagement in their learning. They cooperate well with one another, for instance, during junk modelling, they cut out shapes to the exact proportions they need to make parts for their rockets. They willingly share resources and problem solve together with ideas to make the rockets go higher. This promotes teamwork with their peers and enhances their confidence.

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

Staff adopt a calm and consistent approach to behaviour management. They gently reinforce the club's rules and expectations, while offering consistent praise and encouragement. They model respectful behaviour and maintain positive relationships with

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Address:

Edinburgh Primary School 97 Queens Road London E17 8QR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Strings Club Limited

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Address:

Register(s): EYR, CCR, VCR the children. As a result, children's behaviour is exemplary and they demonstrate respect for others.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of those with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing.

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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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 05:30

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About this inspection

Local authority: London Borough of Waltham Forest

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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