The Strings Club - Dulwich Holiday Camp (James Allen's Girls' School)

Allen's Girls' School)

Unique reference number (URN): 2778493 Address: James Allen's Girls School, East Dulwich Grove, London, SE22 8TE Type: Childcare on non-domestic premises Registered with Ofsted: 23/01/2024 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 and staff consistently embed high expectations for routines and behaviour across the club. They always model the behaviour they want to see in others. Leaders and staff motivate children to develop positive attitudes and behaviours to activities. For example, leaders encourage children to tidy-up quickly by offering gems. On another occasion, they count back from 5 down to 1 to gain children's attention and award a sticker to the first children who show positive listening. This supports children to transition swiftly on to new activities. In circle time, children share the rules with new children and explain why each one is important. They are highly respectful towards each other and manage their own feelings and behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Staff form secure and positive bonds with children, so children feel like they belong in the club. They encourage children to collaborate and share with others. Staff reinforce positive behaviour using words that support the actions and behaviours they want children to develop, so children display positive behaviour. For example, staff say 'walking feet please', to remind children to walk inside. Leaders promote the importance of attendance and punctuality to families. They encourage parents and carers to bring children punctually, so children are present for the group circle time. This supports children to know group rules, join in with introductions and settle quickly.

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Children's welfare and wellbeing Strong standard

Leaders embed policies and practices that support children's wellbeing, mental health and welfare. This supports all children to learn in an environment that is safe, secure and welcoming. Leaders embed a harmonious culture, where children manage their feelings and behaviour very well. They support children to develop excellent mental health through music, so children feel calm to learn. Children talk about their emotions in circle time. They have a 'chill out' zone with cushions and books, where children go and sit quietly, when they want to regulate their emotions. Staff are highly responsive to children's changing needs throughout the day. Children form highly positive and secure relationships with staff and know who to go to if they need support.

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Children's welfare and wellbeing Strong standard

Leaders consistently prioritise children's welfare and physical health, so children develop healthy habits. For example, leaders and staff support children to know when they need to wash their hands and why this is important. Routines that promote safer eating are deeply embedded in the setting. Staff sit with children to support them to eat safely and encourage children to develop healthy lifestyles. Children consistently make choices that promote healthy living, such as drinking water regularly to stay hydrated and choosing physical activity outside. Leaders prioritise physical development, so children strengthen their large muscles and develop long-lasting skills. Children climb on apparatus and swing to develop upper body strength. They build with construction, which helps to develop their coordination.

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Inclusion Strong standard

Leaders consistently prioritise meeting children's needs. They ensure all children, including children who face barriers to learning, access all experiences the club offers. Leaders encourage parents and carers to inform leaders about their children's needs, such as via the booking system. This supports staff to make adjustments and precisely meet children's individual needs. Leaders swiftly liaise with parents and head office to share observations and/or concerns. They use suggested strategies to support children's individual needs effectively. This helps all children to have very positive and rewarding experiences.

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Inclusion Strong standard

Leaders complete a 'daily information board', which contains information about children's individual needs. They share information about children with staff, so they can offer consistent tailored support to children as soon as they arrive. Leaders and staff routinely observe and monitor children. They discuss and review support and make changes, so that they continuously meet children's individual needs. All staff working with children adopt the same approach, including instrument teachers, so children flourish. For example, staff adjust questions, offer individual support and adjust the way children play their instruments. This helps all children to thrive. Staff complete a 'daily diary' to share how children engage in focus activities. This helps parents to see what children consistently do well and how staff support their individual needs.

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Leadership and governance Strong standard

Leaders consistently embed high standards across the setting. They use self-analysis to support their holiday club community effectively. For example, leaders offer 'breathwork' sessions to parents and carers, as well as staff, to support their emotional and mental health. Leaders embed a culture of continuous learning, so staff share leaders' high expectations. They run high-quality upskilling sessions that staff can choose to access, such as using dance in teaching and using warm-up games with their voices. Leaders know this impacts on children's experiences in the club.

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Leadership and governance Strong standard

Leaders monitor staff performance and give constructive feedback that supports their progress very effectively. They ensure all staff have a rigorous induction and ongoing training that supports all staff to feel confident in their roles. Leaders precisely identify staff strengths and areas for development and support staff to gain expertise. They signpost staff to in-house training opportunities to develop their practice and continue to support their needs. Leaders create an open culture and welcome staff discussions that support their wellbeing. This helps staff to be happy, feel supported in their roles and consistently strive to ensure all children receive the best care.

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Leadership and governance Strong standard

Leaders form positive partnerships with parents. Communication is highly effective. Parents explain that they like to receive the photo gallery and feedback about children's day. They comment their children enjoy bringing instruments home, so they can continue to practise skills they learn at the club.

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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 at are very happy, confident and independent at the club. They enter happily and greet their friends and staff warmly. All children, including those who face barriers to learning, form secure attachments with leaders and staff. This helps children to settle quickly and enjoy attending the club. Children choose activities they want to engage in, so they enjoy what they are doing. For example, 4-year-old children manipulate play dough to recreate settings and characters from stories they know. Children play collaboratively and take on different roles. They talk confidently and freely about what they are doing, as they play with friends.

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

Children happily recall facts they know about planets and ask questions. Older children create their own music on a mixer and explain how it works. They create songs for their friends to listen to while they play table football. Children welcome children who are new to the setting. They take turns to introduce themselves and say what they enjoy. This helps new children to feel welcome and settle quickly. Children manage their emotional health and behaviour. They develop routines for hygiene and health that support them for their next stage in learning.

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

Outside, children strengthen their large muscles as they climb on climbing equipment or play football. They develop small-hand muscles threading pasta shapes onto string to make bracelets and decorate them with felt-tip pens. Children of all ages and stages consistently thrive in the club. Younger children learn to play the ukulele. They confidently name the different parts of a ukulele and explain what it does. For example, children explain why they must not turn the tuning pegs. Older children learn to play chords in harmony on the guitar. Children take an instrument home to practise skills learned during the day. They learn that music is fun and makes them feel good.

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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 children who may face barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, staff, children, parents and carers 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:

James Allen's Girls School East Dulwich Grove London SE22 8TE

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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:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30,Monday,Tuesday,Wednesday,Thursday,Friday : 09:30 - 16:00

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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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4 to 11

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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