FunnCamp at Clapton Girls

FunnCamp at Clapton Girls

Unique reference number (URN): 2822839 Address: Clapton Girls Academy, Laura Place, London, E5 0RB Type: Childcare on non-domestic premises Registered with Ofsted: 15/01/2025 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

Children typically behave appropriately and safely throughout their time at the holiday club. Staff generally communicate the club's rules, expectations and routines clearly. Children demonstrate a sound understanding of these and mostly follow them. They understand the reasons for rules, such as being kind to others, not running with food and sharing the resources and equipment on offer.

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Behaviour, attitudes and establishing routines Expected standard

However, on occasion, staff do not wait for children to stop talking before giving important information. As a result, some children do not develop a thorough understanding of the club's rules and expectations. This is particularly evident during organised team games and snack time, where some children are less clear about the routines they are expected to follow.

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Behaviour, attitudes and establishing routines Expected standard

The club typically provides a well-managed and simple structure that benefits children of all ages. Staff communicate the timings for free play, snack and structured activities, and children understand what to expect throughout the day. However, snack time is not always managed as effectively. Younger children can take a long time to finish their food, while some older children finish quickly and then must wait until everyone has finished. As a result, some children become restless and fidgety while waiting. Leaders recognise the impact this has on behaviour and are reflective on how snack-time routines could be adapted so that they better meet the needs of children of different ages and support the club's expectations for behaviour.

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Children's welfare and wellbeing Expected standard

Leaders and staff take time to get to know all families who attend the club. They gather information through telephone calls, emails and conversations with parents during drop off and collection. Staff use this information to make thoughtful decisions and make adaptations where needed. All staff model good manners and praise children for their efforts. This helps to promote the wellbeing of all children, including those with special educational needs and/or disabilities.

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Children's welfare and wellbeing Expected standard

Leaders promote regular attendance and punctuality well. They follow up unexpected absences and lateness appropriately. Children have access to a wide range of physical activities, including football, go-karting and organised team games. A designated member of staff promote physical activity across the club and supports children to take part safely. Children typically understand how to keep themselves safe in hot weather. Staff ensure that children follow safety rules when using the go-karts and remind them to carry and regularly drink from their water bottles.

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Children's welfare and wellbeing Expected standard

Staff maintain a clear awareness of children's whereabouts using a walkie-talkie system. This supports effective supervision and helps to keep children safe. Parents feel well supported and speak positively about the range of opportunities available. They report that their children enjoy attending the holiday club, make new friends and are proud to take home crafts they have created.

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Inclusion Expected standard

Leaders gather a wide range of information from parents and carers and, where appropriate, from the host school. They work effectively with stakeholders to understand the needs, interests and circumstances of children attending the club. This information helps leaders and staff make appropriate arrangements so that children can typically participate in the activities and experiences on offer.

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Inclusion Expected standard

Staff generally develop warm and positive relationships with children and make appropriate adaptations to support their individual needs. They join in with children's play and activities, including construction and team games, helping children to feel included and supported.

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Inclusion Expected standard

However, the quality of staff practice is not yet consistent across the holiday club. Some staff are more skilled than others at recognising and responding to children's changing needs. Leaders recognise that some staff can be reactive rather than anticipating when children may need additional support or an adaptation to the activity. Although staff generally make effective 'on-the-spot' adjustments to ensure everyone is included, leaders acknowledge that these strategies are not always sufficiently developed or consistently applied to make the greatest possible difference for all children.

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Inclusion Expected standard

Leaders are reflective about this area of practice and recognise the need for further training and professional development. They are committed to strengthening staff knowledge and confidence so that all staff consistently anticipate children's needs and use a wider range of inclusive strategies across all areas of the club.

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Leadership and governance Expected standard

Leaders generally demonstrate effective strategic oversight of the holiday club and understand its strengths and areas for development. They seek the views of parents, staff and children to inform their evaluation of the club. This information broadly informs areas for improvement. For example, leaders generally make appropriate adaptations to activities to ensure that younger children can participate.

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Leadership and governance Expected standard

Leaders consider staff workload and wellbeing, and staff report feeling supported in their roles. Staff generally follow the club's policies and procedures and benefit from regular training and briefings. Leaders conduct regular supervisions and review staff practice to identify areas for further development. This work is beginning to strengthen staff knowledge and practice in behaviour management, safeguarding and supporting children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

However, the quality and consistency of staff knowledge and practice vary across the holiday club. Some staff demonstrate a stronger understanding of safeguarding, behaviour management and adaptations than others. This inconsistency affects children's experiences and the quality of support they receive. Leaders recognise these weaknesses through reflective discussions and reviews of practice and are taking action to improve consistency across the club.

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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 confidently enter the club and are warmly greeted by staff. This helps children feel welcomed and develop secure relationships with staff, who know them well and respond sensitively to their emotional needs. Children eagerly choose what they would like to

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About this setting

experience during free-play sessions. They have access to a wide range of activities, including team games, construction, go-karts, bouncy castles and arts and crafts. Children enjoy making choices about their play, having fun with friends and developing new friendships. They typically work and play well together.

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About this setting

Staff thoughtfully consider the needs of younger children. Older children, who are familiar with the club's expectations and routines, also support them. For example, staff encourage younger children to share their ideas and preferences during circle time. Children typically demonstrate expected standards of behaviour. Staff establish clear expectations from the start of each session and reinforce these where needed. Children cooperate well with one another, and staff use appropriate strategies to help children manage challenges, such as sharing resources, taking turns and listening to instructions.

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About this setting

Leaders and staff recognise and respond to children's individual needs. They have created a respectful and inclusive environment, where children feel valued and supported. Generally, staff make appropriate adjustments so that children can access and enjoy the wide range of activities available.

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Next steps

Leaders should ensure all staff wait for children to listen and engage before giving them instructions. Leaders should ensure the training provided is understood and then implemented by all staff at the camp. Leaders should ensure routines are clearer and further developed to ensure all children understand what is always expected at the camp.

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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. Unique reference number (URN): 2822839

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Address:

Clapton Girls Academy Laura Place London E5 0RB

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Address:

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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