Fixation Academy of Performing Arts Martin Primary Holiday Camp

Primary Holiday Camp

Unique reference number (URN): 2740552 Address: Martin Primary School, Plane Tree Walk, London, N2 9JP 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's behaviour is consistently positive. Leaders have established clear, consistent behaviour management strategies that ensure children understand what is expected of them at all times. Expectations are reinforced effectively through visual prompts, repetitive songs and meaningful reward systems. Children are highly motivated to succeed, eagerly striving to be 'star of the day' and responding superbly to the clear and simple instructions given by staff.

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Behaviour, attitudes and establishing routines Strong standard

Positive behaviour approaches are embedded across the setting. Staff skilfully turn routines into enjoyable games, helping children to follow expectations while maintaining a calm and purposeful environment where all feel safe and secure. Children enthusiastically participate in adult-led activities and engage happily in self-chosen play, demonstrating high levels of cooperation and self-regulation. Consistent strategies are applied across all age groups, ensuring continuity and supporting highly effective behaviour throughout the setting. Routines are well established and inclusive, enabling every child to take part successfully. Leaders promote good attendance and encourage punctuality, reinforcing the importance of regular participation. Children are supported to share, take turns and listen carefully to one another. They show respect towards staff and their peers, forming warm and positive relationships. Staff model kindness and attentiveness, showing a genuine interest in

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Behaviour, attitudes and establishing routines Strong standard

children's ideas, which further strengthens the culture of mutual respect.

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Leadership and governance Strong standard

Leaders demonstrate an excellent commitment to continuous improvement and the delivery of high-quality provision. They are highly ambitious for every child and maintain clear expectations for excellence across all aspects of the setting. Staff benefit from a comprehensive and rigorous programme of professional development, which ensures consistently effective practice. As a result, the quality of interactions, levels of engagement

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Expected standard

and standards of care are uniformly high throughout the setting. Staff report feeling extremely well supported by leaders, who provide clear guidance, constructive feedback and meaningful opportunities for further training and professional growth. A highly effective induction programme ensures that new staff quickly gain a secure understanding of their roles, responsibilities and the setting's ethos. This robust foundation enables them to contribute positively from the outset and maintain the established high standards.

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Expected standard

Leaders prioritise reflective practice. They hold daily discussions with staff to review provision and consider the individual needs of all children, including those with special educational needs and/or disabilities. Any concerns are addressed swiftly and effectively. Well-embedded organisational systems ensure smooth day-to-day running. Leaders consistently evaluate their own practice, using monitoring and reflection to drive ongoing improvement and uphold a culture of excellence.

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Children's welfare and wellbeing Expected standard

Leaders actively promote children's welfare and wellbeing. Children are supported to develop healthy lifestyles through the encouragement of nutritious food choices and daily opportunities for physical exercise. They make full use of the large outdoor playground, where they confidently develop their strength, coordination and stamina. Staff carefully supervise the use of larger play equipment, enabling children to learn how to manage risks safely and build resilience.

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Children's welfare and wellbeing Expected standard

Warm, responsive relationships between staff and children help children to feel secure and settled in the setting's routines. Staff communicate effectively with parents to gather detailed information about children's individual needs, ensuring that care practices are tailored appropriately. The key-person system helps to support children while at the setting, but this is not yet consistently embedded with all staff. At times, there are opportunities for key persons to further develop their understanding of all children's emotional needs.

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Children's welfare and wellbeing Expected standard

The well-structured routines provide a reassuring balance of consistency and stimulating experiences. Activities are thoughtfully planned to reflect children's age and stage of development, including those with special educational needs and/or disabilities. Children show high levels of engagement in performing arts, sports and creative activities. Mealtimes are sociable occasions where children sit together. They enjoy eating healthy food and develop positive relationships through meaningful conversations with peers and staff.

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Inclusion Expected standard

Leaders are commitment to ensuring that all children and families feel welcomed, valued and supported in the setting. They actively promote equality of opportunity and work closely with a range of external professionals to secure appropriate support for children and their families. This collaborative approach helps to ensure that children generally benefit from the engaging and meaningful experiences provided each day. Children's individual needs and interests are carefully considered when planning daily activities. Staff are responsive and adapt plans as required to create an environment where every child feels happy, safe and settled. For example, children who are sensitive to loud sounds have access to suitable noise-reducing equipment so they can confidently participate in singing and dancing activities alongside their peers.

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Inclusion Expected standard

Leaders ensure that staff are well trained and knowledgeable in supporting children with special educational needs and/or disabilities. Positive partnerships with parents enable ongoing information-sharing, which helps tailor support effectively. However, inconsistencies in the key-person system occasionally limit clear communication about children. Leaders and staff reflect daily on practice and make timely adaptations to ensure that all children thrive in their care.

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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

From the moment they arrive, children settle quickly and enthusiastically engage in a wide range of well-planned activities. These activities are thoughtfully designed to develop a variety of skills, from creative arts to sports and performing arts. For example, younger children actively participate in filling their imaginative group bucket with their own names, exploring ways to express themselves while building confidence in using their voices in different ways. The daily routine is clear and supported by visual timetables, helping children to understand what to expect and enabling them to move confidently between activities. Staff reinforce the camp group agreement at the start of each day, maintaining clear rules and boundaries, which support excellent behaviour and a positive, calm atmosphere.

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

Children feel safe and are supported by highly trained staff who understand their individual needs, including those with special educational needs and/or disabilities. Staff form warm, responsive relationships, listening attentively and encouraging children's ideas and conversations. This inclusive approach ensures that every child can enjoy the activities fully, feel valued and contribute confidently to the group.

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

Children experience a healthy balance of independence and guided exploration. They make choices in the activities provided, such as selecting which games to play, which reinforces their sense of value in the setting. They build friendships, learn to cooperate, share and communicate effectively with peers. Children enjoy a calm, yet stimulating, environment that encourages their engagement and creativity.

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

Parent partnerships are strong and effective, with regular communication ensuring that staff understand children's routines, needs and preferences. Overall, this setting ensures that children feel happy, confident, included and ready to fully participate in all the opportunities provided, fostering a positive and enriching experience every day.

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Next steps

Further develop staff training on the key-person system to ensure that roles and responsibilities are clearly defined, consistently applied and effectively promote all children's emotional wellbeing across the provision.

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About this inspection

The inspector spoke with leaders and staff 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

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Address:

Martin Primary School Plane Tree Walk London N2 9JP

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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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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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3 to 9

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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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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