The Strings Club - Muswell Hill (Coleridge Primary)

Primary)

Unique reference number (URN): 2802036 Address: Coleridge Primary School, Crouch End Hill, London, N8 8DN Type: Childcare on non-domestic premises Registered with Ofsted: 09/08/2024 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 have embedded a harmonious and respectful culture. Children understand the club's 'golden rules', including using kind hands and words, listening, sharing and taking turns. Staff consistently model these expectations and use specific praise to reinforce considerate behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Children display consistently positive attitudes towards activities. They concentrate, persevere when challenges arise and encourage their friends. For example, during a game, when a tower of wooden blocks falls, staff calmly reassure children that they can rebuild it. Children manage their disappointment and willingly resume the game.

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Behaviour, attitudes and establishing routines Strong standard

Children increasingly resolve disagreements independently. During card games, they explain their feelings, listen to one another and agree how to continue. Staff adapt their support to children's ages and individual needs while maintaining equally high expectations for everyone.

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Behaviour, attitudes and establishing routines Strong standard

Children respond promptly to the tidy-up signal and work collaboratively to return equipment and prepare the environment. Leaders take decisive action to promote regular attendance. Staff follow up every unexpected absence, record the reasons and review patterns. Leaders contact families or relevant professionals when concerns arise. This helps families establish dependable attendance routines and enables emerging barriers to be addressed promptly.

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Children's welfare and wellbeing Expected standard

Leaders establish suitable care practices that promote children's physical and emotional wellbeing. Younger children have a key person who understands their individual care needs. Staff form warm and responsive relationships with children, who confidently seek comfort, reassurance and help when needed. This helps children feel secure and develop a sense of belonging.

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Children's welfare and wellbeing Expected standard

Hygiene routines reflect children's ages and individual needs. Children wash their hands before eating, refill their water bottles regularly and participate in daily physical activity. Staff encourage them to become increasingly independent in managing their personal needs.

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Children's welfare and wellbeing Expected standard

Staff generally understand safer eating procedures. They know children's allergies, follow individual care information and take appropriate action to prevent exposure to identified allergens. Mealtimes are relaxed and sociable, and children bring nutritious food from home. Staff remind children to remain seated, chew slowly and swallow their food before leaving the table. Occasionally, children leave the table with food in their mouth. Although staff are quick to respond and there is no direct impact on children, leaders should consider more effective deployment to prevent children leaving the table until they have completely finished eating. Additionally, staff do not consistently help children to understand the importance of how nutritious food and water supports their health and wellbeing.

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Inclusion Expected standard

Leaders identify children's needs before they attend. They gather detailed information from parents and, where relevant, use existing plans and strategies from children's schools and other professionals. This is particularly important when planning support for children with special educational needs and/or disabilities (SEND). It enables staff to assess children's needs, plan suitable support and reduce potential barriers from the outset.

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Inclusion Expected standard

Leaders generally make appropriate adjustments to help children participate. Visual timetables and now-and-next cards help some children understand the sequence of the day, while ear defenders support those who are sensitive to noise. When visual timetable cards are not helpful for individual children, staff typically adapt their approach and use suitable alternatives. Children who become overwhelmed can use a quiet classroom, choose a calming activity and return to the group when they feel ready. A lift enables children who cannot manage the stairs to access the provision. These adjustments help children feel secure, manage their emotions and participate confidently alongside their peers.

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Inclusion Expected standard

Staff check in sensitively with children and ask what would help them feel comfortable. They consider children's suggestions and use approaches that support communication and help children manage their emotions. Leaders understand when and how to seek advice and work with parents, schools and relevant professionals. They consider the needs of disadvantaged children and others who may face barriers to their learning or wellbeing. Consequently, children with SEND and those facing other barriers to their learning or wellbeing participate meaningfully alongside their peers.

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Leadership and governance Expected standard

Leaders understand the club's context, its strengths and what can be developed further. They seek feedback from children, parents and staff through conversations, questionnaires and quick response (QR) codes. This has led to a wider selection of sensory materials, board games and outdoor activities that reflect children's interests.

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Leadership and governance Expected standard

The nominated individual provides oversight and support. Senior leaders at head office complete safer recruitment checks, including Disclosure and Barring Service (DBS) checks, references, identity checks and reviews of employment history. Staff complete induction and role-specific training before working at the club to ensure they are suitable to fulfil their role.

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Leadership and governance Expected standard

Leaders observe staff, check their practice and knowledge and provide constructive feedback through dedicated supervision meetings. Weekly evaluations enable staff to discuss practice, identify resource needs and suggest improvements. Monthly mental health awareness and wellbeing sessions, regular check-ins and access to further training help staff feel valued and manage their workload.

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Leadership and governance Expected standard

Parents receive useful information about timetables, staff and children's daily experiences. They can speak directly with staff and provide feedback throughout the club. Leaders also communicate with the host school about the premises, maintenance and safety arrangements. Partnerships with the local authority and community organisations provide further advice and resources. These arrangements help leaders maintain suitable care and make decisions in children's best interests.

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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 arrive happily and settle quickly into the holiday club. Staff welcome children and families warmly and gather information about children's interests and individual needs. Children who initially need reassurance receive sensitive encouragement and soon become involved. This reduces barriers to participation and helps children progress from observing activities to confidently joining in.

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

Children choose from creative materials, books, role play, construction, play dough, musical instruments and games. This varied environment reflects their ages, interests and individual preferences. Children participate enthusiastically in music workshops. During the 'Banana Song', they jump, stretch, remember a sequence of movements and invent actions of their own. They remain attentive, motivated and eager to contribute.

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

Children enjoy developing their own ideas. They design crowns inspired by their favourite performers and proudly share their creations. During free play, children use tyres, pipes and bricks to construct an imaginary fire engine. They decide where to position the different parts and adapt their design when something does not work. Staff use questions to extend children's thinking without taking control. These experiences develop children's confidence, cooperation and problem-solving skills, preparing them for future group experiences.

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

Children of different ages play alongside one another. Older children willingly support younger children, while younger children confidently seek help. Children form warm relationships with staff and friends, behave considerately and feel safe. Families' contributions are valued through regular conversations and opportunities to provide feedback. Leaders promote regular attendance so that children benefit fully from the club's experiences. Children's different interests, abilities and needs are recognised, enabling them to feel included, flourish and enjoy their time at the club.

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Address:

Coleridge Primary School Crouch End Hill London N8 8DN

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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

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Next steps

Leaders should strengthen the deployment of staff more effectively, particularly during mealtimes, and deepen children's understanding of what contributes to good health.

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About this inspection

The inspector spoke with leaders, practitioners 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. 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. 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 .

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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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