The Strings Club - Blackheath Holiday Camp

The Strings Club - Blackheath Holiday Camp

Unique reference number (URN): 2823470 Address: All Saints C Of E Primary School, 2 Blackheath Vale, London, SE3 0TX Type: Childcare on non-domestic premises Registered with Ofsted: 08/01/2025 Registers: EYR, CCR, VCR Registered person: The Strings Club Limited

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 recognise the importance of establishing simple, predictable routines that help children feel secure and understand what is expected of them. Children are typically familiar with the club's rules and understand why they are in place. For example, children of all ages explain the importance of being kind to one another and demonstrate this through positive interactions with their peers.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders place an emphasis on attendance and punctuality. They communicate session times clearly with parents and carers and follow up children's absences appropriately. These effective procedures contribute to the efficient organisation of the holiday club and support children's consistent participation.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff interact with children in a warm, calm and caring manner, helping to create a welcoming environment across the club. However, some newer members of staff are not consistently familiar with the daily routines because leaders do not routinely provide a briefing at the start of each session. Consequently, staff are occasionally unsure about key aspects of the day, such as the timing and organisation of snack time. Staff typically explain expectations around transitions and tidying up but do not routinely wait for children to stop and listen. These inconsistencies affect children's behaviour and the smooth running of the club routines.

p.2

Children's welfare and wellbeing Expected standard

Leaders understand that creating a warm and welcoming environment is essential for all children, including those with special educational needs and/or disabilities, to thrive and achieve. Leaders and staff promote children's welfare and wellbeing effectively. Children generally follow hygiene routines confidently, and staff encourage them to stay hydrated during hot weather by reminding them to drink water regularly. Children independently access snacks from their lunch boxes, while staff reinforce safer eating practices and encourage healthier food choices.

p.2

Children's welfare and wellbeing Expected standard

Staff are generally attentive to children's emotional wellbeing throughout the session. They develop warm positive relationships with the children, helping them to develop safe play and self-awareness of others around them. However, some quieter children take longer to settle at the start of the holiday club. Staff do not consistently check in with these children during this busy period. As a result, leaders and staff do not help some quieter children feel fully included or develop a strong sense of belonging as quickly as they could.

p.2

Inclusion Expected standard

Leaders place inclusion at the centre of the club's ethos, ensuring that all children feel welcomed and included. They speak with parents and carers to gather information about children's individual needs and requirements. An online booking system enables parents and carers to share information that helps staff provide a consistent approach between home and the holiday club.

p.2

Inclusion Expected standard

Leaders and staff complete training on special educational needs and/or disabilities (SEND), equipping them with up-to-date knowledge and understanding. They know which children may need additional support or adaptations throughout the day, particularly during music lessons. Staff plan meaningful adaptations, such as using now-and-next boards, carefully considering children's placement within lessons, and adapting expectations where appropriate. As a result, children typically participate fully and feel included in the holiday club.

p.3

Inclusion Expected standard

However, leaders do not consistently ensure that staff clearly understand the changes needed to support children with SEND. This limits the full engagement of these children.

p.3

Leadership and governance Expected standard

Leaders have a clear vision for the holiday club and have established effective systems to promote safeguarding, inclusion and staff development. They provide a robust induction programme and ensure staff attend regular training and information sessions to support their roles.

p.3

Leadership and governance Expected standard

Leaders have effective systems in place for parents to share information, discuss individual requirements and communicate with holiday club staff whenever needed. Parents speak warmly about the club and report that their children are happy, engaged and enjoy learning new skills.

p.3

Leadership and governance Expected standard

Leaders value staff wellbeing and carefully consider workload. They ensure staff have opportunities to take breaks and access quieter spaces during the day. Although leaders provide a bespoke programme of training and professional development, staff do not always demonstrate a secure understanding of all aspects of their training. Leaders recognise this and have taken appropriate steps to strengthen support, ensuring staff gain the confidence and knowledge to carry out their roles and responsibilities effectively.

p.3

Compulsory Childcare Register requirements

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

p.3

Register

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

p.3

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 at this holiday club experience a lively, well-organised day led by warm, caring and attentive staff. They enjoy attending the club, spending time with friends and participating in a balance of open-ended play alongside structured music tuition.

p.4

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

Inclusion is at the heart of the club's practice. Leaders and staff ensure that all children, including those with special educational needs and/or disabilities, are fully included through carefully considered adaptations and policies. For example, additional skilled staff and access to quieter spaces enables children to learn their instruments alongside their friends and participate confidently in all aspects of the club. Children demonstrate typical age-appropriate levels of concentration and engagement during activities. Staff encourage them to think creatively and use their independence to extend their own ideas and interests. For example, children designed rocket packs and applied their phonic knowledge to label their drawings independently.

p.4

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

A well-established buddy system helps younger children feel safe, secure and included while providing older children with meaningful responsibilities. When children need reassurance or comfort, they confidently seek support from staff, who respond warmly by offering comfort, joining in their play or engaging them in activities. Children's behaviour is generally positive. Staff promote attendance and punctuality effectively and manage the small number of low-level incidents swiftly, calmly and sensitively, helping children to understand expectations and maintain positive relationships.

p.4

Address:

All Saints C Of E Primary School 2 Blackheath Vale London SE3 0TX

p.5

Address:

Type: Childcare on non-domestic premises

p.5

Address:

Registered person: The Strings Club Limited

p.5

Next steps

Leaders should ensure all staff are briefed on key information about children, timings and expectations at the start of every session. Leaders should ensure all staff check in with all children, particularly those who are quieter, or prefer more solitary play. Leaders should ensure the training provided is understood and actioned by all staff at the camp.

p.5

About this inspection

The inspector spoke with the children, leaders, staff and parents 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 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.5

Facts and figures used on inspection

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

p.6

Exceptional

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

p.6

Strong standard

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

p.6

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.6

Needs attention

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

p.6

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. 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.6

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 .

p.7

Urgent improvement

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.7