Rising Stars Activities

Rising Stars Activities

Unique reference number (URN): 2810484 Address: Parliament Hill School, Highgate Road, LONDON, NW5 1RL Type: Childcare on non-domestic premises Registered with Ofsted: 05/11/2024 Registers: EYR, CCR, VCR Registered person: Tang Group Ltd

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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 behave very well throughout the setting. Staff respond promptly and consistently to children's behaviour. They calmly reinforce the clear expectations that are embedded across the provision. As a result, children understand what is expected of them and demonstrate positive attitudes towards others. Staff use specific praise to recognise children's efforts, achievements and perseverance. They also provide children with the time and support needed to reflect on their behaviour and make positive choices. This calm and respectful approach helps children develop self-awareness and confidence.

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Behaviour, attitudes and establishing routines Strong standard

Children are kind and respectful of one another's ideas, achievements and differences. Positive behaviour, effort and progress are celebrated through weekly medals, certificates and prizes. This further enhances children's confidence, motivation and sense of belonging. Behaviour expectations are adapted appropriately for individual children, including those with special educational needs and/or disabilities. Leaders also promote the importance of regular attendance so that children can consistently benefit from the rich experiences the setting provides. Staff are excellent role models. Their warm, respectful interactions help children build trusting relationships and feel safe and listened to. Children confidently share their ideas, knowing staff will respond positively. For example, by adapting activities to reflect their interests. Children develop further confidence through sport, creative experiences and opportunities to investigate and design.

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Children's welfare and wellbeing Strong standard

Leaders and staff place a firm emphasis on children's wellbeing in the setting. They get to know children well which enables them to respond effectively to individual needs. This successfully supports children to feel safe, valued and included. Well-established, yet flexible, routines promote children's physical and emotional wellbeing. Timely adaptations are made to meet the needs of all children, including those with special educational needs and/or disabilities. Children are physically active throughout the day, both indoors and outdoors. They develop a clear understanding of the importance of leading healthy and active lifestyles.

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Children's welfare and wellbeing Strong standard

Staff encourage children to make healthy food choices. The nutritional value of fruits and vegetables in lunch boxes is celebrated and staff promote positive attitudes towards healthy eating. Mealtimes are relaxed and sociable occasions where children and staff engage in meaningful conversations. Good manners are consistently promoted. Children encourage each other to eat healthy lunches. Children are taught how to keep themselves safe during activities and are encouraged to recognise when they need to rest, with staff helping them to listen to their bodies. Children independently manage their personal care, including washing their hands and accessing drinking water throughout the day. Staff regularly discuss the benefits of exercise, helping children understand its positive impact on both their physical health and emotional wellbeing.

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Inclusion Strong standard

Leaders and staff are committed to ensuring that every child can access all aspects of the setting. They make timely and appropriate adaptations that enable children to engage confidently, build new skills and establish positive relationships with their peers. Staff take time to gain a thorough understanding of each child's unique strengths and needs. They use this knowledge to plan experiences that encourage children to have fun, remain physically active and feel valued. Effective partnerships with parents support children's successful involvement. The staff team works closely with families to gather and share key information, ensuring that consistent approaches are used to meet each child's needs. Parents' views and contributions are highly valued and the effective communication is open and respectful.

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Inclusion Strong standard

Leaders place a clear emphasis on inclusion and work proactively to remove barriers to engagement and participation. This includes those children who may be disadvantaged or have special educational needs and/or disabilities. They carefully consider the support each child requires. They deploy additional staff and adapt session times, activities or routines to meet individual requirements. Staff also provide calm and quiet spaces where children can regulate their emotions before confidently rejoining activities. As a result, every child is included, thrives in the setting and benefits from the wide range of opportunities on offer.

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Leadership and governance Strong standard

Leaders establish effective systems that enable staff to deliver highly engaging and purposeful experiences for children. They create a culture of high expectations and continuous improvement. This is underpinned by regular communication, reflective practice and a commitment to professional learning. Positive partnerships with parents are fostered through effective information sharing and open communication. This enables staff to understand and respond to each child's individual needs. Leaders ensure inclusive practice is embedded throughout the setting by equipping staff to identify and remove barriers to participation. Careful planning, timely adaptations and appropriate deployment of staff enable all children, including those with special educational needs and/or disabilities, to access meaningful experiences that meet their individual needs.

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Leadership and governance Strong standard

Leaders are approachable, supportive and ambitious. Staff enjoy their roles and feel well supported. They value the guidance they receive and are encouraged to reflect on their practice through supervision meetings. These help them identify areas for further development of their knowledge and skills. Routine monitoring, team meetings and professional discussions maintain consistently high standards across the setting. Continuous learning is prioritised for every member of staff, including those participating in the young workers programme. They benefit from the same coaching, training and high expectations as experienced colleagues. This creates a consistent approach throughout the setting. Leaders regularly reflect on the setting and consider what actions are needed to enable every child to benefit from high-quality care and meaningful experiences.

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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

All children are valued and warmly welcomed into this nurturing setting. Children quickly build positive relationships with the highly qualified staff, who take time to get to know them well and ensure they feel safe and included. Children demonstrate high levels of enjoyment as they participate in a wide range of exciting and engaging experiences. These promote their physical development and enable them to develop specialist skills across a variety of sports and activities. Children's views are placed at the heart of the provision. Children's ideas about the games and activities they would like to take part in are thoughtfully

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Address:

Parliament Hill School incorporated into the daily programme. As a result, children feel listened to, respected and valued.

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Address:

Children respond positively to the clear, consistent expectations established by staff and show kindness and respect towards one another. Children collaborate well with their peers. They listen to one another, respect different viewpoints and contribute their own ideas. For example, children discuss the next activity together before agreeing on what they will do next. Leaders and staff promote good attendance so that children can benefit from the rich range of opportunities available. Throughout the day, children enthusiastically engage in activities that develop increasingly complex ball skills using a range of equipment. They eagerly embrace thinking and creative challenges that encourage curiosity and problem- solving. Children also enjoy energetic play as they jump on the inflatables with their friends. Children's individual interests and needs are carefully considered by the attentive and responsive staff team. Staff work proactively to remove barriers to participation, ensuring

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Address:

that all children, including those with special educational needs and/or disabilities, are fully included and able to access this engaging setting.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's engagement and wellbeing.

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About this inspection

The inspector spoke with leaders, staff 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. Highgate Road LONDON NW5 1RL Type: Childcare on non-domestic premises

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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

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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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