The Strings Club - Greenwich Holiday Camp

The Strings Club - Greenwich Holiday Camp

Unique reference number (URN): EY556523 Address: James Wolfe Primary School With Centre For Deaf Children, Royal Hill Campus, Royal Hill, Greenwich, London, SE10 8RZ Type: Childcare on non-domestic premises Registered with Ofsted: 11/01/2018 Registers: EYR, CCR Registered person: The Strings Club 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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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff ensure the rules of the club are understood by all children attending and children understand what is expected of them. Leaders spend time briefing the children at the start of the club and children demonstrate they are familiar with the club's rules and understand why they are in place. For example, children understand to share the toys and resources with all children.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff are warm, clear and caring across all areas of this holiday club. This helps to create an environment that is fostered in respect and fun. Staff understand the routines of the day and prepare well for upcoming lessons and activities. This helps children to feel secure and safe. Children demonstrate effective understanding of behaviour and routines, and older children keep an eye out for those younger than them. Staff give older children small elements of responsibility, such as building construction with a younger child that is feeling a little unsettled.

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Behaviour, attitudes and establishing routines Expected standard

Leaders place a focus on attendance and punctuality. Leaders communicate session times clearly with parents and carers and follow up children's absences in a timely manner. Leaders have put in efficient procedures that contribute to the organisation of the holiday club and support children's consistent attendance and participation.

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Children's welfare and wellbeing Expected standard

Leaders and staff promote children's welfare and wellbeing effectively. Children confidently follow established hygiene routines, and staff encourage children to stay hydrated during hot weather by regularly reminding them to drink water. Children independently access the bathroom and snacks from their lunch boxes, while staff reinforce safer eating practices and promote healthier food choices. Leaders and staff recognise the importance of physical development and ensure children have daily opportunities to be active outdoors through well-organised team games and physical activities. Staff model clear, simple rules and provide appropriate encouragement, enabling children of different ages and abilities to participate successfully.

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Children's welfare and wellbeing Expected standard

Staff are attentive and responsive to children's emotional wellbeing throughout the session. They thoughtfully adapt games, activities and mealtimes in response to children's individual needs, helping children to remain comfortable, engaged and included.

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Children's welfare and wellbeing Expected standard

To further strengthen practice, leaders should review the adaptations and adjustments provided for individual children and consider how these can be anticipated and implemented proactively, wherever possible, rather than introduced in response to emerging needs.

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Inclusion Expected standard

Leaders place a high emphasis on inclusion and prioritise ensuring that all children feel welcomed, valued and able to participate in the holiday club. They respond flexibly to children's individual needs and adapt the day as it unfolds. Before children attend, leaders gather detailed information from parents and carers about children's needs and requirements. The online booking system provides an effective way for families to share relevant information, supporting consistency between home and the club.

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Inclusion Expected standard

Leaders ensure that all staff undertake training relating to special educational needs and/or disabilities (SEND), helping to maintain up-to-date knowledge and understanding of current requirements. Staff understand which children may require additional support and make thoughtful adaptations to enable them to participate successfully. For example, children who find the busy and lively snack or lunchtime environment challenging can sit with an adult in a quieter space, where they can eat their lunch and engage with LEGO. This supports their emotional regulation while enabling them to remain included in the wider club experience. Children are generally able to participate in activities or observe until they feel ready to join in.

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Inclusion Expected standard

Leaders are reflective and committed to strengthening inclusion further. They should continue to develop their relationships with host schools, where possible, to share and replicate successful strategies already used to support individual children. Leaders should now anticipate children's changing needs more effectively, rather than responding once difficulties arise, to enhance the offering for all children.

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Leadership and governance Expected standard

Leaders have a clear and effective vision for the holiday club, supported by robust systems that promote safeguarding, inclusion and staff development. Leaders at all levels provide an effective induction programme for new starters and offer bespoke training opportunities that support staff's personal and professional development.

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Leadership and governance Expected standard

Leaders have established effective systems that enable parents to share information, discuss their children's individual requirements and communicate with staff when needed. Parents speak positively about the club's provision and value the friendships their children have developed. They particularly praise the musical element of the club, which provides children with valuable opportunities to continue learning and developing their musical instruments during the holidays.

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Leadership and governance Expected standard

Leaders place a high focus on staff wellbeing and carefully consider workload. Staff are provided with opportunities to take appropriate breaks and access quieter spaces during the day. Leaders recognise the importance of proactively gathering detailed information about individual children's needs and using this information to anticipate and plan for changing circumstances, rather than responding reactively.

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Leadership and governance Expected standard

Leaders recognise that strengthening these approaches will further improve provision across all aspects of the club. They have already begun taking appropriate steps to develop practice, with a particular focus on ensuring that all children can participate fully.

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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 arrive excited and happy to begin their day at this vibrant and musical holiday club. They independently put their bags and lunches away in the designated places before settling into a range of activities, including drawing, colouring, construction, karaoke and singing. These familiar routines help children feel secure and ready to participate.

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

Children form warm and responsive relationships with club adults. Staff provide reassurance and encouragement, particularly for children who are quieter or more reserved. Children confidently seek adult support when joining activities, playing with others and making new friends. Staff respond sensitively, helping children to develop confidence and feel included.

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Inspector:

Gareth Cotterell Children enjoy a broad range of experiences, including free play, outdoor games, sports, such as cricket, and a variety of musical instrument lessons. Children speak enthusiastically about these opportunities and identify learning to play instruments and sing as positive reasons for attending the club. These experiences enable children to explore their interests, develop new skills and build confidence.

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Inspector:

Children enjoy creating and building using their own ideas. Younger children construct castles and houses and proudly explain to adults how their creations work. Staff listen carefully and use thoughtful questions and suggestions to extend children's thinking. This develops children's communication, social and critical thinking skills while ensuring they remain actively involved in leading their own play. Older and younger children mix well and enjoy each other's company. Older children demonstrate kindness and consideration, supporting younger children, when needed, without adult prompting. This contributes to a positive and inclusive atmosphere, where children feel valued by both adults and their peers.

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Inspector:

Children feel safe, happy and supported at the club. They look forward to attending, particularly because they can develop their musical skills, make friends and enjoy a wide variety of activities. Families speak very highly of the club's welcoming atmosphere and the experiences it provides. Many families return during several school holidays, demonstrating their confidence in the club and the positive experiences it offers children.

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Next steps

Leaders should strengthen approaches to gathering information and providing adaptations around inclusion by anticipating rather than reacting to children's changing needs.

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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 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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Address:

James Wolfe Primary School With Centre For Deaf Children Royal Hill Campus, Royal Hill Greenwich London SE10 8RZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Strings Club Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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