FunnCamp at Bridge Academy

FunnCamp at Bridge Academy

Unique reference number (URN): 2822836 Address: Bridge Academy, Laburnum Street, LONDON, E2 8BA Type: Childcare on non-domestic premises Registered with Ofsted: 22/01/2025 Registers: EYR, CCR, VCR Registered person: The Funnclubb 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 and staff provide a well-structured environment, where children can have fun, feel secure and thrive. Routines are simple, predictable and easily understood by children. Staff are generally skilled in their approach to behaviour management, and children typically understand what is expected of them.

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Behaviour, attitudes and establishing routines Expected standard

Children form close bonds with familiar staff and confidently seek them out to talk and play. For example, children chat enthusiastically with staff as they engage in play. Staff are positive role models and consistently model good manners and respectful communication. Children are encouraged to listen to others and take turns when speaking. Staff provide plenty of praise and encouragement as children play together and adapt their interactions thoughtfully to support all children.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff use familiar and consistent behaviour management strategies, which contribute to a cohesive and positive environment. Children are given age-appropriate responsibilities, such as being the line leader and helping to clear away their own toys and snacks. This helps children to develop a sense of ownership and responsibility within the club and supports them to succeed.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff explain the club rules and expectations clearly, including the rules for team games. Staff provide timely reminders, when children forget to follow these. Minor behaviour incidents are generally dealt with swiftly and sensitively. However, on occasion, staff do not ensure that children can hear their instructions, are able to listen and engage before giving important information. This can limit children's understanding of what is expected of them and, at times, affects their ability to follow instructions successfully.

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Children's welfare and wellbeing Expected standard

Leaders and staff know the children at the holiday club well and build engaging, responsive relationships with them. Staff make thoughtful adjustments to meet children's individual needs and keep them safe. For example, during periods of extreme hot weather, staff provide opportunities for children to remain physically active indoors. This ensures that children continue to enjoy physical play while being protected from the heat.

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Children's welfare and wellbeing Expected standard

Leaders and staff are emotionally intuitive and respond to children's needs with kindness and sensitivity. When children become tired or slightly withdrawn, staff recognise this and adapt activities accordingly. For example, they guide children towards calmer experiences, such as construction and creative activities in quieter spaces. This helps children to regulate their emotions and remain comfortable and engaged throughout their time at the club.

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Children's welfare and wellbeing Expected standard

Children have access to healthy snacks and lunch in calm, quieter areas, where they can relax, talk with staff and socialise with their friends. Staff ensure children take regular water breaks, adhere to safer eating guidance and children understand how to keep themselves safe in hot weather, including the importance of drinking water and avoiding direct sun during the hottest parts of the day. Children are encouraged to develop their independence. They make choices about the activities and games they take part in and are supported to take responsibility for their own personal needs, including applying sun cream when appropriate. These opportunities help children develop confidence, self-care skills and independence, preparing them well for the future.

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Inclusion Expected standard

All children at the holiday club receive consistent support and thoughtful consideration for their individual needs in an environment, where everyone is included. Staff gather information from parents and, where appropriate, outside agencies to ensure they understand children's individual needs. They make appropriate adjustments to routines, activities and areas so that children who need quieter spaces or calmer activities can access these.

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Inclusion Expected standard

Staff know children and their families well and respond sensitively to their individual needs to reduce barriers to participation. For example, they recognise that some children have limited opportunities for outdoor play at home and ensure that they have daily opportunities to be active outdoors. When extreme weather prevents this, staff provide physical activities in well-ventilated indoor spaces, ensuring children continue to have opportunities for exercise while remaining safe. However, leaders do not always ensure that all children can clearly hear the instructions given particularly, for instance, when there is too much background noise.

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Leadership and governance Expected standard

Leaders are highly reflective and have established a clear vision for the holiday club, where children can make friends, learn new skills and explore equipment and activities that spark their interests. They have an accurate understanding of the club's strengths and areas for development. As the clubs have grown and developed, leaders have strengthened safeguarding practices and strategic oversight across the organisation. Supervision and monitoring are broadly effective, with clear next steps and training needs identified.

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Leadership and governance Expected standard

Staff receive a detailed induction and regular training focused on positive interactions, activity planning and behaviour management. Team leaders benefit from regular operational meetings and opportunities to share good practice. This supports staff wellbeing and contributes to their ongoing professional development. Parents speak highly of the club and the range of experiences and opportunities it provides for all children.

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Leadership and governance Expected standard

The wellbeing of staff is a high priority for leaders. Staff speak very positively about the support they receive, the ethos of the club and the well-structured nature of their working days. Leaders now need to ensure that all staff consistently apply agreed behaviour management strategies across the club, so that children receive a consistently positive and supportive experience

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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 at the holiday club excited and ready to start their sessions. They are warmly welcomed by skilled coaches and quickly settle into calming yoga and stretching or collaborative construction activities. From the moment children arrive, staff create a positive and welcoming atmosphere, where every child feels included, valued and engaged. Children form strong bonds with adults and their peers. For example, children worked alongside adults using connective construction materials to create different apparatus with moving

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Address:

Bridge Academy Laburnum Street LONDON E2 8BA parts. They concentrated for extended periods and excitedly shared their creations with adults and other children, explaining what they had made and how it worked.

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Address:

Children have access to a wide range of activities that meet the developmental needs of younger children and capture the interests of older children. Team games are well organised and generally understood by all children. Children benefit from regular opportunities for outdoor play and physical activity, supporting both their health and enjoyment. During the recent heatwave, leaders thoughtfully adapted physical activities to keep children safe and well hydrated while ensuring they continued to have access to more energetic experiences.

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Address:

Children also develop a sense of responsibility through everyday tasks, such as tidying away resources during free play and helping to keep the snack area organised. These routines help children understand the importance of caring for their environment, looking after shared spaces and considering the needs of others.

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Next steps

Leaders should ensure all children can hear, engage and understand staff's instructions and behaviour expectations communicated throughout the day.

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About this inspection

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