Holiplay Krishna Avanti

Holiplay Krishna Avanti

Unique reference number (URN): 2803905 Address: Krishna Avanti Primary School, 2 Southbridge Place, Croydon, CR0 4HA Type: Childcare on non-domestic premises Registered with Ofsted: 02/08/2024 Registers: EYR, CCR, VCR Registered person: Holiplay Ltd

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Expected standard

Leaders establish clear routines that help children feel secure. Children contribute to a positive culture within the setting. During registration, children revisit the group values around being respectful, responsible, reliable, helpful and honest. In group discussions, staff remind children to take turns when sharing their experiences and listen respectfully to others. Staff generally reinforce expectations for positive behaviour during sessions, for example reminding children to walk rather than run indoors to help keep themselves and others safe. These approaches support children to develop positive relationships and respectful attitudes.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff develop warm and positive relationships with children. They know children well and use this knowledge to support children's engagement and emotional wellbeing. Staff recognise when children need additional support and adapt their approach to help children manage their emotions and take part in activities. For example, staff provide clear explanations about what is happening next, reassurance and opportunities for children to take responsibility. This helps children feel secure and start to be able to regulate their own behaviour.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes towards activities and experiences. They make choices about their play, access resources independently and remain engaged in activities such as drawing, building and making bracelets and necklaces. Children are encouraged to follow their interests and develop their ideas. Leaders work with families to support children's attendance so that they can benefit from the provision.

p.2

Inclusion Expected standard

Leaders promote an inclusive environment where children are welcomed and encouraged to take part. Staff know children well, including their interests, preferences and individual needs. They use this knowledge to adapt activities, interactions and support so that children can participate alongside their peers. For example, staff recognise when children need additional support with communication, sensory needs or changes to routines. They explain what will happen next, offer reassurance, give children responsibilities and use preferred activities to help children join in.

p.2

Inclusion Expected standard

Leaders ensure staff have the information they need to support children's individual needs. Staff adapt activities and provide reassurance so that children can take part in activities. For example, staff recognise when a child benefits from organising resources, such as beads, or using a preferred activity to help them feel calm and ready to take part. These approaches help children to join in alongside their peers.

p.2

Inclusion Expected standard

The provision reflects and respects the community it serves. Leaders consider the dietary requirements of the children attending by providing only vegetarian options, reflecting the values and needs of the community. This helps ensure children are included in the food choices available. Staff develop positive relationships with children and families, helping children to feel welcomed and included.

p.2

Children's welfare and wellbeing Needs attention

Leaders do not ensure that children are consistently provided with a healthy and balanced diet. Food choices offered to children include frequent high-sugar options, such as caramelised biscuit spread, honey and jam, with children sometimes choosing combinations of these. This does not sufficiently support children to develop healthy eating habits.

p.3

Children's welfare and wellbeing Needs attention

Staff understand their responsibilities for children's care and safety, and children are cared for in a welcoming environment. Staff provide reassurance and respond to children's individual needs, helping children to feel comfortable and supported during their time at the provision. For example, staff know children's circumstances and use this knowledge to have meaningful conversations with them, such as asking about important changes in their lives and showing an interest in their experiences. This helps children feel valued and develop trusting relationships.

p.3

Children's welfare and wellbeing Needs attention

Leaders and staff support children's emotional well-being by helping them to settle and develop positive relationships when they join the provision. Staff take time to get to know new children, including their interests and experiences, and use this information to help children feel confident and welcomed. Group activities, including icebreaker activities, help children get to know one another and build relationships with familiar adults and peers. This supports children to develop a sense of belonging within the setting.

p.3

Leadership and governance Needs attention

Leaders do not always identify when practice needs to improve. Although leaders have systems in place to review the provision, these systems have not identified some areas where arrangements are not fully effective. For example, suitability checks are not always supported by written references, with verbal references used in some cases. Leaders' monitoring has also not identified that some food choices do not consistently support children's health and wellbeing. Although leaders promote discussions about healthy choices, they do not always ensure that the food provided reflects current nutritional guidelines.

p.3

Leadership and governance Needs attention

However, leaders demonstrate a commitment to providing positive experiences for children and supporting staff. They maintain regular communication with staff through daily briefings, check-ins and opportunities to reflect on practice. Leaders provide opportunities for professional development and check staff understanding of their roles. For example, leaders use capability assessments to review staff knowledge of policies and expectations, helping to ensure staff understand their responsibilities. Staff report that they feel supported and valued, and that leaders respond to their wellbeing and any concerns.

p.3

Leadership and governance Needs attention

Leaders engage positively with parents and use feedback to develop the provision. They gather parents' views, respond to suggestions and consider children's interests when reviewing activities. Leaders introduce changes in response to feedback, such as developing the range of activities available.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children are not always supported to develop healthy habits through their everyday experiences. The food choices available do not always support children to understand what makes a healthy and balanced diet. Children are encouraged to talk about healthy choices and share their views about the food they would like to have. They also follow familiar health routines, such as washing their hands before eating.

p.4

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

Children enjoy their time at the provision and develop positive relationships with adults and each other. Children feel valued because adults take an interest in their lives beyond the provision. During snack time, children confidently talk about their day, home lives and experiences, and enjoy conversations with familiar adults. Children share information about important events in their lives and are listened to by adults who know them well. Children understand expectations for being respectful and considerate towards others.

p.5

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

Children confidently arrive at the provision and independently put away their belongings, helping them to feel settled and ready to take part. Children enjoy being active and spending time outdoors. They make choices about their play and follow their interests, including creative activities such as making bracelets and necklaces, drawing and building. Children share ideas about activities and resources, helping them to feel listened to and involved. Children who need additional support are included in activities and receive adjustments that help them participate, such as being able to use a fiddle toy while taking part in group activities. Children develop friendships and feel a sense of belonging within the group. When children need support, they receive reassurance and encouragement from adults, helping them feel secure and confident.

p.5

Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

p.5

Action Completion Date

ensure that children are consistently provided with a healthy and balanced diet that reflects current nutritional guidelines and supports children to develop healthy eating habits 13/08/2026

p.5

Action Completion Date

strengthen leaders' monitoring systems to ensure they identify and address areas where practice does not meet statutory requirements, including staff suitability checks. 13/08/2026

p.5

About this inspection

The inspector spoke with leaders, staff, parents and children during the inspection.

p.5

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

p.5

Address:

Krishna Avanti Primary School 2 Southbridge Place Croydon CR0 4HA

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 14:30 - 18:00

p.6

Facts and figures used on inspection

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

p.6

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.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

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

p.8