Marylebone Little Imaginations Camp

Marylebone Little Imaginations Camp

Unique reference number (URN): 2795048 Address: 27 Oldbury Place, LONDON, W1U 5PP Type: Childcare on non-domestic premises Registered with Ofsted: 18/07/2024 Registers: EYR, CCR Registered person: Little Imaginations 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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Inclusion Strong standard

Leaders and staff create an inclusive culture, where children's individual needs and interests are well understood. Staff share information each morning about children's experiences, changes in circumstances and the support that is most effective. This helps staff to respond consistently and reduce barriers to children's engagement. Staff use children's special educational needs and/or disabilities education, health and care plans to understand their needs, ways of communicating and how they regulate their emotions. They adapt support for children through movement breaks and sensory resources, including soft balls, beanbags and familiar equipment. Leaders review individual risk assessments and share these with staff so children can take part safely. They use sand timers to help some children, who find changes in routine difficult.

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Inclusion Strong standard

Staff include children in group activities and encourage everyone to participate, while recognising when children need a different approach or additional support. Leaders and staff work with parents and carers and relevant professionals to review support and arrange additional help when needed. This includes support that enables children to access outings. Parents receive photos through the setting's online system, showing their children taking part in activities and outings. Leaders and staff also share information with families about their children's experiences and changing needs. This approach supports children to feel included, develop confidence and participate fully.

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Leadership and governance Strong standard

Leaders demonstrate a commitment to providing high-quality care and know the setting, staff and children well. They regularly monitor activities, routines and staff practice. Leaders use feedback from staff, parents and carers and children to evaluate the provision and identify areas for further development. Leaders make decisions that support children's welfare and engagement, including children with special educational needs and/or disabilities (SEND), and children known to children's social care. They value staff wellbeing through regular supervision sessions, team discussions and opportunities to share their views. Staff report feeling well supported and happy working at the setting. Leaders identify areas for improvement and take appropriate action to address these. However, some improvements are not yet fully embedded. Leaders recognise staff strengths and use these when planning experiences for children. They support staff's professional development

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Leadership and governance Strong standard

through thorough induction, safeguarding and ongoing training. Leaders work closely with the local authority to access early years training and advice, including support relating to children with SEND.

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Leadership and governance Strong standard

Leaders maintain effective systems for safer recruitment, staff suitability, safeguarding, children's attendance and risk assessment. They know children's individual needs and work with parents and relevant professionals to ensure appropriate support is in place. Parents report that communication is effective and that they are very happy with the care provided. Leaders regularly seek feedback through parents' and staff's evaluations and use this information to inform their ongoing review of the setting. They demonstrate a clear

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Expected standard

commitment to continuous improvement and to providing a positive experience for children and families.

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Behaviour, attitudes and establishing routines Expected standard

Staff establish warm and positive relationships with children. They use consistent approaches to support positive behaviour. Children generally cooperate and play well with others. Staff use praise, encouragement and familiar strategies, such as 'attention like a captain', to regain children's attention and help them to stay engaged. They consider children's ages, stages of development and individual needs when supporting behaviour. Children receive encouragement to develop positive attitudes towards activities and to interact well with others. For example, during a dance and movement session, staff praise children when they copy the actions and movements they model. Staff also encourage children to listen to instructions and recognise their positive behaviour.

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Behaviour, attitudes and establishing routines Expected standard

However, some large-group activities are lengthy and include children of different ages and stages. As activities continue, some children become fidgety, talk to others or move away from the group. This is particularly noticeable among some younger children, while some older children also lose interest. Staff use music, movement, changes in voice and imaginative play to regain children's attention, but these approaches do not consistently sustain children's engagement throughout the activity. Leaders recognise that large-group activities need to be shorter and better timed to help children to remain engaged and participate positively.

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Children's welfare and wellbeing Expected standard

Staff provide caring and responsive support and know children well. Children develop secure relationships with staff. They confidently seek help, reassurance and comfort when needed. Staff respond sensitively to children's individual needs and support them to recognise and manage their emotions. For example, when younger children become upset when separating from their parents and carers, staff provide reassurance and comfort to help them settle.

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Children's welfare and wellbeing Expected standard

Children develop independence through everyday care routines. They manage their belongings, use the toilet, wash their hands and get their own food and drinks, with staff providing support where needed. Staff encourage children and consistently praise their efforts. Children receive support to understand how to keep themselves safe when walking to the park, including following safety arrangements and wearing high-visibility jackets.

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Children's welfare and wellbeing Expected standard

Leaders and staff consider children's health and wellbeing when providing digital experiences. However, some routine activities, such as when children get ready to go on an outing or wash their hands before meals, are not always organised smoothly. For example, some children rush to the sink, making the routine less orderly. Leaders and staff recognise this and continue to review these routines to ensure children's care, health and wellbeing are consistently supported.

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

Children receive a warm welcome and arrive happily. They separate confidently from their parents and carers and settle quickly into the setting. Children build positive relationships with leaders and staff. They confidently approach adults for help and reassurance. Children choose from a broad range of activities, including water play, construction, small-world play, books, music and movement. They develop independence and confidence as they make choices about the activities they want to take part in and manage their own belongings.

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

Children enjoy complementing their learning from school and other settings through play and everyday experiences. They develop mathematical understanding as they count objects, recognise colours and numbers, play games and take turns. Children develop their communication and language as they listen to stories, answer questions and talk about their ideas. Reading is a regular part of the day. Staff ask open questions about characters and events. They encourage children to predict what might happen next. Children proudly talk about what they make, explaining the colours, materials and patterns they use.

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

Children benefit from daily opportunities for physical activity, including creative play and outings to the park. Staff encourage children to join in and support them to participate at their own level. Children with special educational needs and/or disabilities are included in

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Address:

27 Oldbury Place LONDON W1U 5PP activities. They receive support that reflects their individual circumstances and needs. Staff know children well and work closely with parents and relevant professionals, where additional support is required. Children known to children's social care receive support to settle, participate and develop positive relationships.

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Address:

Children generally enjoy their experiences, feel secure and develop confidence and independence. They benefit from a caring environment, where their views, interests and individual needs are recognised. For example, children use a range of materials, including colourful tissue and animal prints, to create collages.

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Next steps

Leaders should review the size and duration of group activities to ensure they are appropriate for the children attending and support their sustained engagement and involvement. Leaders should develop children's transitions between routines and activities, such as when moving to mealtimes, handwashing and outings, to ensure they are consistently smooth and well organised.

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About this inspection

The inspector spoke with the nominated person, the manager, staff, parents and carers 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. Type: Childcare on non-domestic premises

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About this inspection

Registered person: Little Imaginations Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 17:00

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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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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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