Holiplay Millbank Gardens

Holiplay Millbank Gardens

Unique reference number (URN): 2822621 Address: Millbank Gardens Primary School, Erasmus Street, London, SW1P 4HR Type: Childcare on non-domestic premises Registered with Ofsted: 02/01/2025 Registers: EYR, CCR, VCR Registered person: Holiplay 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 Expected standard

Leaders have established clear routines that help children understand the expectations of the club. As a result, most children feel settled and secure, which supports their personal, social and emotional development. Children typically behave well and show respect for the rules. They speak confidently about the '3Rs oath'. They explain how to be respectful, reliable and responsible. However, during transition periods the environment can become disorganised. At these times, staff do not consistently reinforce behavioural expectations or guide children effectively on what is happening next. This means that some children are not always supported to understand the importance of calm and purposeful movement between activities.

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Behaviour, attitudes and establishing routines Expected standard

In general, children, including those with special educational needs and/or disabilities, are considerate and helpful towards one another. Outdoors, older children naturally involve younger children in their play, explaining the rules of games such as 'What's the Time, Mr Wolf?'. Indoors, they enjoy group activities like mime games, where they take turns and support each other. Staff act as positive role models, listen to children respectfully and show genuine interest in what they have to say. For example, during group games, they ask children, 'Whose turn is next?' This supports children's thinking and communication skills.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff work closely with parents and the school to help children to settle, which supports their wellbeing. Leaders monitor children's attendance to ensure the safety of all children, including those who do not arrive as expected. For instance, if children do not attend for a booked session, staff liaise with school and parents to check on their wellbeing.

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Children's welfare and wellbeing Expected standard

Staff support children's individual needs effectively and contribute positively to their welfare and wellbeing. Children, including those who may face barriers to their learning, are warmly welcomed and settle quickly into familiar routines, demonstrating that they feel safe, secure and confident in the club. Staff build responsive, caring relationships with children, helping them to have a clear sense of belonging and emotional security.

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Children's welfare and wellbeing Expected standard

Healthy eating is effectively promoted across the club, with meals freshly prepared on site. Leaders describe recent improvements made to the menus, ensuring they are balanced, nutritious and appealing to children. They also provide opportunities for children to contribute to menu choices. This helps them feel valued and involved in decisions that affect their daily experience. During teatime, staff sit alongside children, modelling positive social behaviour and encouraging conversation. This creates a warm, sociable atmosphere where children practise good manners, develop communication skills and enjoy mealtimes as a shared community experience.

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Children's welfare and wellbeing Expected standard

Overall, opportunities for physical activity are prioritised. Children enjoy football and other energetic outdoor games, with staff joining in to encourage participation and teamwork. These experiences support children's physical development and overall wellbeing. Resources such as first-aid kits are positioned appropriately around the club, reflecting consideration of children's safety and wellbeing.

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Children's welfare and wellbeing Expected standard

Leaders and staff use robust systems for collecting children from both schools. They sign the children in and monitor attendance, ensuring children are accounted for and supervised safely.

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Inclusion Expected standard

Leaders promote an inclusive culture and environment, where all children are warmly welcomed and can participate fully. They promote and prioritise communication with parents and carers and class teachers to ensure positive partnerships and a collaborative approach to support children.

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Inclusion Expected standard

During the registration process, leaders work closely with parents to gain robust information about their children's unique needs and abilities. They offer taster sessions, and ongoing dialogue helps them identify needs and establish appropriate support. Leaders have also established positive, professional working relationships with the headteacher and staff at the host school, who welcome the club's presence. This helps leaders respond effectively and ensures continuity of care.

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Inclusion Expected standard

Overall, staff identify children who may face barriers to their learning and/or wellbeing. They make thoughtful adjustments, such as offering quieter spaces, extra outdoor time or extra support to complete tasks. Close supervision and support are put in place for children with special educational needs and/or disabilities, which enables them to attend and take part fully. Staff adapt routines and resources so every child can join in. This helps children to develop independence and succeed during tasks.

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Leadership and governance Expected standard

Leaders demonstrate a clear understanding of the strengths of the club and the positive impact it has on children and their families. They speak confidently about the arrangements made to blend the two school clubs into one cohesive provision. Leaders worked closely with the headteacher and school staff to ensure a smooth transition for children. Their shared expectations support children to settle into the club. This collaborative approach supports families effectively and ensures continuity of care for children attending from both schools.

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Leadership and governance Expected standard

Leaders support staff effectively and ensure training opportunities are available. Staff report that they are happy and feel valued and that leaders are mindful of their wellbeing. Daily team meetings ensure that children's needs are well understood and that staff are clear about their roles and responsibilities. However, leaders do not always arrange regular, structured supervision for staff to help build an even stronger culture of continuous improvement.

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Leadership and governance Expected standard

Leaders engage positively with parents and carers, who describe their children as safe, happy and settled. Parents report that their children have secure and positive relationships with staff, who know them well. They also note that children benefit from a range of activities that reflect their interests. Communication with parents is effective, and they feel well informed about their children's experiences at the club. Any concerns or issues are dealt with promptly and sensitively.

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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 from both schools enjoy attending this welcoming club. They arrive happily after being collected and settle quickly into familiar routines. Staff greet children warmly and know them well as individuals. This helps them feel safe, secure and valued. Younger children receive sensitive support as they adjust to the club's expectations, while older children confidently navigate the environment and make independent choices about their play. Staff ensure that all children, including those with special educational needs and/or disabilities (SEND), feel included and emotionally secure.

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

Children build trusting relationships with staff and speak openly about their day. They share personal experiences with confidence, such as cultural celebrations at school where they wear traditional outfits from their home countries. Staff listen attentively and provide a calm, safe space for children to express their thoughts and feelings. This contributes to a nurturing atmosphere where children feel heard and understood.

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

The setting offers a balanced range of experiences that meet children's interests and needs. Children engage in quiet, focused activities such as puzzles and LEGO construction, becoming deeply absorbed in their play. Outdoor opportunities allow them to be active and social. Those who need additional support benefit from sensory tools and quiet corners, helping them regulate their emotions and participate fully. This ensures that children with SEND experience the same high-quality care and opportunities as their peers.

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

Children follow routines well and understand what is expected of them. During register time, they take turns to lead the '3Rs oath'. They reinforce the values of being respectful, reliable and responsible. This supports children's sense of belonging and promotes a positive community ethos. Children respond well to staff modelling of good manners and positive communication. Mealtimes are sociable and structured, with staff sitting alongside children to encourage conversation and healthy habits. Children show kindness to younger children by sharing, and develop positive friendships across age groups. This helps their growing confidence and independence.

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

Leaders have established positive relationships with the host school and families. They monitor attendance closely, and children express how much they enjoy attending this fun club. They leave feeling happy, settled and ready to return.

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Next steps

Leaders should continue to strengthen routines, particularly at times of transition, to support children's understanding of behaviour expectations and what is happening next. Leaders should further develop the arrangements for staff supervision so that staff have regular opportunities for feedback and reflection, supporting a stronger culture of continuous improvement.

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About this inspection

The inspector spoke with leaders, staff, children, parents and carers 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

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Address:

Millbank Gardens Primary School Erasmus Street London SW1P 4HR

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00

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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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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.

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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

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

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