Curiouser

Curiouser

Unique reference number (URN): 2757316 Address: 194-196 Finchley Road, London, NW3 6BX Type: Childcare on non-domestic premises Registered with Ofsted: 20/11/2023 Registers: EYR, CCR, VCR Registered person: Curiouser Group 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 have high expectations for children's behaviour. They have established highly-effective routines that support children to feel secure and confident throughout the day. Staff are excellent role models, consistently communicating in a calm, kind and respectful manner. This promotes a warm and positive atmosphere across the setting. Leaders actively promote prompt attendance, encouraging families to ensure children attend regularly so they can fully benefit from the rich experiences and social opportunities on offer. Children demonstrate extremely positive attitudes and remain highly engaged and focused during activities.

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Behaviour, attitudes and establishing routines Strong standard

Children are consistently kind and considerate towards one another, with older children naturally supporting younger peers when needed. They take pride in their environment and independently tidy resources, when transitioning between activities, demonstrating independence and responsibility. Children have an excellent understanding of the setting's values and confidently refer to them throughout the day. They can name all key values, demonstrate the associated signs and clearly explain their meaning and how they are applied in practice. The values are embedded through the 'values tree', which children actively contribute to throughout the day. At the end of the session, children reflect thoughtfully on how they have demonstrated their chosen value. They proudly add a flower to the tree, celebrating their achievements and contributions.

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Children's welfare and wellbeing Expected standard

Leaders and staff know children well and build positive relationships with them. This helps all children, including those with special educational needs and/or disabilities, feel confident and safe within the environment. Staff promote children's emotional wellbeing by checking regularly how they are feeling. For example, during morning circle time, every child has the opportunity to share their feelings. Children feel secure in this supportive environment and confidently express themselves. Throughout the day, staff continue to monitor children's wellbeing and respond sensitively to their needs.

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Children's welfare and wellbeing Expected standard

Leaders and staff make children's safety and wellbeing a high priority. They maintain effective practice and procedures to help keep children safe. Staff record accidents and incidents carefully, share them with parents and carers and review risk assessments to reduce future hazards. Children learn how to keep themselves safe as staff explain how to use equipment safely and reinforce this through enjoyable quizzes. Leaders and staff promote appropriate care and hygiene practices. Children wash their hands before and after meals, which strengthens their independence. During mealtimes, staff remind children about allergies and explain why they must not share food. Although healthy meals and snacks form part of the day, staff do not always help children understand which foods support their health and why.

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Inclusion Expected standard

Leaders gather a wide range of valuable information about children and families from the outset. This enables them to gain a thorough understanding of children's individual backgrounds, interests and needs. Leaders typically use this information to identify any barriers to children's participation within the setting. They take appropriate steps to follow up on identified needs and arrange direct communication with parents and carers to discuss children's individual circumstances. They collaboratively begin creating support plans where needed.

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Inclusion Expected standard

Leaders and staff work with special educational needs coordinators (SENCOs) from local schools to support children with special educational needs and/or disabilities (SEND). The SENCOs also attend the setting to provide guidance for leaders and staff, on site. Staff attend regular SEND training, which enables them to recognise when children may need additional support and adapt their approaches accordingly. To reduce barriers to participation staff use a range of strategies, including timers, visual prompts, one-to-one support and well-established routines. For example, when children need additional support during transitions or daily routines, staff take extra time with them at the beginning of the day to prepare them for planned activities. Personalised booklets are also created to help children understand what is happening next and to support smoother transitions throughout the day.

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Leadership and governance Expected standard

Leaders have created a setting that is warm, welcoming and professional. They generally demonstrate an appropriate understanding of the strengths of the provision as well as areas for further development. Leaders show ongoing commitment to continuous improvement. Through regular end-of-day debriefs and consideration of feedback from staff, leaders reflect on practice and implement changes where appropriate, working collaboratively with the whole team to enhance the quality of provision.

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Leadership and governance Expected standard

Leaders have established clear and effective policies and procedures that are implemented well by staff. This helps to ensure that requirements are met and that the holiday camp operates smoothly on a day-to-day basis. Appropriate recruitment procedures are in place, reflecting leaders' focus on ensuring that all staff working with children are suitable for their roles. Staff report that they feel supported and valued by leaders. The open-door approach enables ideas and concerns to be shared and addressed in a timely manner. Leaders maintain appropriate staff-to-child ratios, which supports staff in managing their workload effectively and contributes to the safe and efficient running of the setting.

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Leadership and governance Expected standard

A range of professional development opportunities are available to staff, including mandatory training and ongoing special educational needs and/or disabilities training, supporting staff to meet the needs of all children. Leaders and staff generally promote children's health and wellbeing appropriately, although they do not consistently talk to children about healthy food choices. This means children do not always gain a clear understanding of healthy lifestyles. Leaders and staff work closely with parents and carers to support children's individual needs. Parents receive detailed verbal feedback at the end of each day, and staff take time to discuss strategies that can support children's development at home.

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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 are welcomed by warm and enthusiastic staff, who help them feel comfortable from the moment they arrive. They settle quickly into free play and join in with their peers.

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About this setting

Unique reference number (URN): 2757316 Children play well together and collaboratively engage in imaginative play. They share toys and resources, take turns and help each other where needed. Some children begin their day with great energy and excitement, choosing to take part in active physical play, such as using the climbing wall or the slide. Others prefer a calm and relaxed start to the day, settling in with their favourite stories alongside staff and friends. There is a sociable atmosphere as all children ease into their chosen experiences. Children build positive relationships with attentive staff, who know them individually. Staff gather a range of information before children start and use this to support children's welfare and wellbeing throughout their time at the setting.

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About this setting

Activities are planned to spark children's interests and support their enjoyment in different areas. For example, children learn about the Colosseum through a creative activity, using building blocks to design their own structures and create prints of their work. Children join activities with enthusiasm and show curiosity as they find out more about each daily topic. Children benefit from a language-rich environment, where staff support communication throughout the day. Staff ask open questions, model language and introduce new vocabulary during play and daily routines. Children respond confidently, share their ideas and sustain conversations with staff and their peers. This supports children to become confident communicators and strengthens their sense of belonging within the setting.

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Next steps

Leaders should ensure staff are equipped to help children learn about healthy choices and lifestyles that foster lasting positive habits.

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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 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:

Type: Childcare on non-domestic premises

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Address:

Registered person: Curiouser Group Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:30

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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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