Fun Fest North Richmond

Fun Fest North Richmond

Unique reference number (URN): 2818035 Address: The Kings C Of E Primary School, Cumberland Road, Richmond, TW9 3HJ Type: Childcare on non-domestic premises Registered with Ofsted: 20/12/2024 Registers: EYR, CCR, VCR Registered person: VADIVU FUNFEST CLUB LTD

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

Inclusion Strong standard

Leaders and staff place inclusion at the centre of the holiday club. They create an environment where every child is recognised, valued and supported. Children's individual needs are identified promptly through detailed registration information. Staff know children, including those with special educational needs and/or disabilities (SEND), well and form trusting relationships with them. This enables children to confidently express their thoughts and feelings through daily routines.

p.2

Inclusion Strong standard

Children with SEND benefit from well-established, highly effective strategies. This enables them to participate fully in the holiday club. Staff use simple instructions and model play to support children who speak English as an additional language. This helps them understand routines and communicate confidently. Leaders make thoughtful and reasonable adjustments to reduce barriers for all children. For example, children with different medical needs are given wrist bands so new staff can quickly identify them. This ensures that every child is able to take part in all aspects of the provision.

p.2

Inclusion Strong standard

All children, including those who are disadvantaged, are consistently supported. Staff ensure they give children time and reassurance during their time in the club. Leaders maintain high awareness of emotional needs and family circumstances. New starters are welcomed warmly and helped to settle quickly, ensuring every child feels included and able to thrive. Although the club does not currently receive additional funding, leaders actively seek external professional advice to explore funding.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children behave well and demonstrate positive attitudes at the club. They respond appropriately to staff guidance and show kindness towards one another. Staff reinforce rules clearly and remind children about safety. As a result, children understand what is expected of them and follow daily routines effectively. Children generally engage in activities with interest. However, at times staff are not fully prepared for the next activity and children experience long waiting periods before sessions begin. Therefore, children become restless and bored.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children know and follow familiar routines throughout the session, such as hanging their bags up when they arrive. Staff are suitable role models and are friendly, calm and polite. Everyone at the club shows an enjoyment in spending time together. The atmosphere is often filled with busy, happy chatting children. Staff actively play with children. For example, children ask for company from staff to take part in a board game. Parents state that their children enjoy coming, which supports their regular attendance. This helps children feel a sense of belonging at the club.

p.2

Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are prioritised throughout the setting. Staff ensure children feel safe, supported and emotionally secure. Children share personal information and talk about their family life. Staff respond sensitively when children become upset, offering comfort and reassurance to help them regulate.

p.3

Children's welfare and wellbeing Expected standard

Children are confident to approach staff for guidance and reassurance. Staff typically respond with a sound knowledge of each child's individual needs to help children understand and manage their concerns and emotions. Children work together on joint activities and typically show developing self-confidence in group situations. For example, they create small groups for team games and learn problem-solving skills together. Children are sensitively supported to maintain established routines, such as handwashing, sitting at the table to eat and tidying away toys and resources. This generally promotes children's increasing knowledge of self-care skills and independence. Children learn how to keep themselves and others safe as they competently use small tools during craft activities and calmly move about in the club.

p.3

Children's welfare and wellbeing Expected standard

Children generally understand about healthy lifestyles. Leaders and staff plan many opportunities for children to participate in outdoor activities that promote coordination, balance and teamwork. However, the links between being active and a good diet are not consistently supported with healthy food choices at mealtimes. Therefore, children's knowledge of what constitutes a typically healthy lifestyle is not fully embedded.

p.3

Leadership and governance Expected standard

Leaders demonstrate a clear understanding of the club's strengths and areas for improvement. This ensures that the provision continues to develop in a purposeful and well informed way. Leaders understand their responsibilities and maintain effective oversight of safeguarding and ensure statutory requirements are met.

p.3

Leadership and governance Expected standard

Leaders maintain effective partnerships with the host school, local authority and external professionals. They actively seek specialist advice and explore funding opportunities to strengthen provision for children with special educational needs and/or disabilities. Leaders make thoughtful adjustments, such as using wrist bands for children with medical needs, to ensure all children are recognised and supported.

p.3

Leadership and governance Expected standard

Staff report feeling well supported and valued. Leaders are mindful of staff wellbeing and workload, ensuring expectations are manageable and guidance is accessible. They recognise the importance of further professional development and more regular supervision to strengthen staff confidence and expertise. Staff benefit from effective induction processes and clear safeguarding training.

p.3

Leadership and governance Expected standard

Overall, leaders foster parental and community engagement. Families have longstanding connections with the club and speak positively about the care their children receive. Staff communicate effectively with parents, using translation tools and key words in home languages to support families who speak English as an additional language. However, leaders do not yet support children, their parents and carers to consistently understand the importance of healthy food choices. This will support children's developing knowledge of healthy lifestyles over time.

p.3

Leadership and governance Expected standard

Leaders use effective systems to support the smooth running of the club. This includes monitoring attendance to promote children's welfare. Leaders reflective approach helps ensure children continue to benefit from a safe, welcoming and inclusive environment.

p.4

Compulsory Childcare Register requirements

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

p.4

Register

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

p.4

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 experience a warm, welcoming and enjoyable environment. Staff greet them and help them settle into familiar routines. Children show confidence and comfort in the setting. They share stories about their families and express enthusiasm for the activities on offer. Older children describe the club as 'so much fun'. Younger children show growing independence as they learn to put their belongings away, wash their hands and follow simple instructions. As a result, children feel safe, valued and excited to attend the holiday club.

p.5

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

Children benefit from a wide range of engaging experiences. For example, cooking, craft sessions, outdoor play and themed activities. They enjoy choosing what they want to do and move confidently between areas. Staff support children's emotional needs sensitively. They offer comfort, when children become upset, and help them regulate their feelings. Children with special educational needs and/or disabilities are fully included and supported to participate meaningfully.

p.5

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

Children understand the expectations set for them and respond positively to staff guidance. Mealtimes are a sociable part of the day, where children sit together and enjoy talking with staff and peers. They show kindness towards one another and demonstrate increased independence as they manage their own routines. After eating, children choose games and activities. They play collaboratively with others. Staff provide warm support. This helps children feel secure and settled.

p.5

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

Children play harmoniously alongside their peers. They enjoy each other's company. Younger children and older children share their experiences. Older children act as role models. They support the younger children to follow the routines and speak to each other with kindness and respect. For example, older children support younger children to line up as they go to their next activity. Staff are warm and nurturing. They build positive relationships with the children and their families. Families comment on how supportive the holiday club is.

p.5

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

Staff actively promote regular attendance. Clear systems are in place to monitor attendance. Families know the procedure for reporting non-attendance, and they follow this. This ensures children stay safe at all times.

p.5

Next steps

Leaders should strengthen routines to reduce long waiting times during transitions, to ensure activities start promptly and children remain engaged. Leaders should promote healthy eating consistently with parents, explaining how food choices impact children's wellbeing over time.

p.5

Address:

The Kings C Of E Primary School Cumberland Road Richmond TW9 3HJ

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: VADIVU FUNFEST CLUB LTD

p.6

Facts and figures used on inspection

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

p.6

About this inspection

The inspector spoke with leaders, staff, children, parents and carers during the inspection.

p.6

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.6

Exceptional

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

p.7

Strong standard

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

p.7

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.7

Needs attention

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

p.7

Urgent improvement

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

p.7

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.

p.7

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.8

Urgent improvement

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

p.8