Fun Fest Uxendon

Fun Fest Uxendon

Unique reference number (URN): 2805794 Address: Uxendon Manor School, Vista Way, Kenton, Harrow, HA3 0UX Type: Childcare on non-domestic premises Registered with Ofsted: 02/08/2024 Registers: EYR, CCR, VCR Registered person: DHMAL 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 Expected standard

Leaders create a positive environment with clear behaviour expectations. Staff help children understand their choices and explain why some behaviours are not appropriate.

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Behaviour, attitudes and establishing routines Expected standard

Staff build strong relationships with children. They get to know children well through the key worker system and regular conversations. Children feel confident approaching staff and asking for help. Older children support younger children, and children welcome new starters into their play.

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Behaviour, attitudes and establishing routines Expected standard

Children have positive attitudes to learning. They take part enthusiastically in a range of activities and stay focused as they develop new skills, including creative and physical skills. Staff support children well during snack time and tidy-up routines. They help children learn to follow these routines independently, including those who are new to the setting. Leaders promote good attendance and punctuality. They follow clear procedures and contact guardians when children do not attend as expected.

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Behaviour, attitudes and establishing routines Expected standard

Staff consider children's ages and stages of development when supporting behaviour. They adapt their approach for children who are settling into the setting. However, staff do not always apply expectations consistently throughout the day. During some activities, children wait for their turn and a small number become restless or lose focus. Staff do not always remind children about expected behaviours at these times.

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Children's welfare and wellbeing Expected standard

Leaders make sure a member of staff trained in paediatric first aid is on site at all times. This includes cover during staff breaks, so first-aid provision is never interrupted. Staff carry first- aid boxes during outdoor activities. Staff respond to minor injuries promptly and monitor affected children afterwards.

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Children's welfare and wellbeing Expected standard

Leaders put written care plans in place for children with medical needs, special educational needs and/or disabilities and other individual circumstances. These plans help children with additional needs, including those with social care involvement, receive the same quality of care as their peers. Leaders risk assess any change to a child's needs and update their plan accordingly. Staff learn to use adrenaline auto-injectors for children who need them.

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Children's welfare and wellbeing Expected standard

Staff build secure, responsive relationships with children through a consistent key worker system. This helps the youngest and newest children settle quickly and confidently. Staff check children who sleep during the day at regular intervals and keep records to support their safety and comfort while resting. Staff help children recognise, express and manage their emotions. They give children space and time to self-regulate and use calm, positive language. Children respond to this consistent approach and increasingly manage their own emotions with confidence.

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Children's welfare and wellbeing Expected standard

Children raise any worry directly with staff. Staff listen and respond sensitively, including when they support a child to re-engage with an activity after becoming withdrawn. Staff keep families informed of their child's day, so there is continuity between the setting and home.

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Inclusion Expected standard

Leaders create an inclusive environment, where children with special educational needs and/or disabilities, medical needs, those known to children's social care and children who face other barriers to learning or wellbeing participate fully alongside their peers. Leaders identify and assess each child's individual needs before they attend by gathering detailed information from parents. They use this information to develop individual support plans, which staff implement consistently.

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Inclusion Expected standard

Leaders reduce barriers to participation by adapting activities, staffing and daily routines to meet children's individual needs. Staff adjust their support during activities, model tasks clearly and provide additional challenge, when children are ready to progress. As a result, children access the full range of experiences, participate confidently alongside their peers and achieve well from their starting points.

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Inclusion Expected standard

Leaders review children's support plans and risk assessments regularly to ensure support remains responsive to children's changing needs. They train staff to use a graduated approach, when supporting children with a wide range of needs, and provide a full induction before each holiday programme so staff apply agreed strategies consistently. Consequently, children generally receive timely support that promotes their confidence, independence and wellbeing, enabling them to enjoy the setting and benefit fully from the experiences it provides.

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Leadership and governance Expected standard

Leaders understand the setting's strengths and areas for improvement. They reflect honestly on their practice and identify where further improvements can be made. Leaders operate as part of a wider franchise structure and use shared training and operating procedures across both settings to maintain consistency. Head office provides oversight of the franchise, monitoring leaders' compliance with shared policies and procedures across both settings.

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Leadership and governance Expected standard

Leaders make decisions that prioritise children's needs. They consider the individual circumstances of children, including those who are disadvantaged, have special educational needs and/or disabilities, or are known to children's social care. Leaders create and review individual care plans and assess risks when children's needs change to ensure children receive appropriate support.

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Leadership and governance Expected standard

Although leaders support staff wellbeing effectively overall, through flexible working arrangements and by sharing staffing across the provider's 2 settings to balance demands, the current administrative record-keeping procedures, which are paper based across more than 150 children, place high demands on leaders' own capacity to sustain this support.

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Leadership and governance Expected standard

Leaders provide regular professional development for staff. All staff complete a full induction and safeguarding refresher training at the start of each holiday camp. Staff also draw on their wider professional expertise to support children's experiences and development. Leaders develop positive relationships with parents. Families value the setting's affordability, responsive communication and consistent staff team. Leaders listen to parental feedback and consider ways to further improve children's and families' 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

Children arrive to a calm and welcoming environment and settle quickly into familiar routines. Soft music and purposeful activities provide a positive start while other children arrive. Children choose activities independently, play purposefully and tidy resources away without reminders. Staff welcome children and families warmly, helping new children build trusting relationships from the outset. As a result, children, including those who join mid- week or have no previous experience of the setting, settle quickly and become confident members of the group.

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

Children enjoy a wide range of experiences, including sports, creative arts, cooking, science and technology, and outdoor play. They show curiosity, sustain concentration and approach new experiences with confidence. Staff model new skills clearly and encourage children to apply their learning independently. Children quickly build on what they learn, adapt activities using their own ideas and take pride in their achievements. They willingly share their work, explain the choices they make and describe the steps they follow. Even the youngest and newest children complete activities independently, showing how quickly they develop the knowledge, skills and confidence they need for their next steps.

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

Children develop warm relationships with staff and one another. They welcome new children into games, celebrate each other's achievements and share resources without prompting. Children feel safe, valued and listened to. They confidently express their ideas, ask questions and seek help when they need it. Children with individual needs participate fully alongside their peers because staff respond well to their strengths and barriers to learning. When children lose focus, staff quickly encourage them to re-engage so they continue to enjoy learning and play.

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

Children do not experience this positive practice consistently throughout the day. During some waiting and transition times, a small number of children become restless because adults do not consistently reinforce routines or provide purposeful engagement. As a result, these children lose focus and do not fully benefit from the otherwise positive experiences the setting provides.

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Next steps

Leaders should ensure all children receive appropriate support and challenge, including when waiting for a turn or finishing early, to remain fully engaged. Leaders should review administrative systems to reduce workload, protecting their capacity to focus on the day-to-day quality of children's care.

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About this inspection

The inspector spoke with leaders, staff, parents 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.

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Address:

Uxendon Manor School Vista Way, Kenton Harrow HA3 0UX

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 05:30

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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

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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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