Leamington Spa Holiday Camp (The Kingsley Preparatory School)

Preparatory School)

Unique reference number (URN): 2841323 Address: Kingsley School, Beauchamp Avenue, LEAMINGTON SPA, CV32 5RD Type: Childcare on non-domestic premises Registered with Ofsted: 01/05/2025 Registers: EYR, CCR, VCR 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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Children's welfare and wellbeing Strong standard

Leaders have created a welcoming environment where children feel safe and protected. Robust security measures and attentive supervision help to keep children safe throughout the day. Staff remain alert and complete regular headcounts as children move between activities to ensure children are always accounted for.

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Children's welfare and wellbeing Strong standard

Key-person arrangements are secure. Children receive a reminder of their key person each morning during the morning circle time so they quickly build relationships. They show they are confident to approach their key persons for reassurance. Staff understand the needs of each child extremely well and quickly identify when they need extra input to resolve minor disagreements. Staff sensitively support children to take time to relax and regulate their feelings and emotions before returning to their play. This helps children to build confidence and resilience.

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Children's welfare and wellbeing Strong standard

Children benefit from a thoughtfully planned schedule that ensures all children can access art and crafts, drama, music sessions and outdoor play. Staff are fully engaged in children's play. They provide humorous and informative interactions that keep children interested and involved.

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Children's welfare and wellbeing Strong standard

Children learn about healthy lifestyles during group discussions and activities that promote their understanding of which food keeps you healthy. Children engage in mini movement sessions after group times to bend and stretch after sitting still. They have daily outdoor play sessions where they play team games or explore the environment. This introduces the benefits of keeping active during the day. Children independently follow sound hygiene practices and understand the importance of washing their hands before eating. Children learn the importance of drinking more water to keep hydrated, especially on hot days.

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Children's welfare and wellbeing Strong standard

Children's emotional wellbeing is a priority. They are encouraged to share their feelings and are supported sensitively as they find resolutions. Staff listen carefully and patiently to children and offer appropriate strategies to help them regulate their emotions. For example, children who feel overwhelmed in a group situation are given individual support to access a quieter area. Children thrive in this caring and inclusive environment, where their welfare and happiness come first.

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Inclusion Strong standard

Leaders foster an inclusive culture where all children receive a warm welcome and effective support to feel safe and secure. They prioritise communication with parents and carers and other professionals to promote a collaborative approach to supporting children. The staff team is supported well by experienced special educational needs coordinators. All staff receive training on how best to support children with special educational needs and/or disabilities (SEND) or those who experience barriers to their engagement.

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Inclusion Strong standard

Often, staff and children are new to each other. However, the skilled staff team make effective use of prior knowledge to develop supportive relationships quickly. Staff make thoughtful adjustments so children with SEND can actively enjoy the activities and experiences provided. They are deployed extremely effectively to ensure children receive timely support and guidance. Staff adapt routines and resources so every child can join in. This helps children to develop independence and resilience.

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Inclusion Strong standard

Staff promote children's individuality. They devise initial support plans and regularly update them as staff get to know children better. This ensures that strategies to support children with barriers to their engagement are regularly shared to provide the best possible experiences for children. Staff and children have meaningful conversations to ensure they pronounce each other's names correctly and respect individual preferences. Staff regularly check in on children who use the 'calm zone' or choose solitary play activities to assess whether their needs are being met and how they can be further supported. This fosters a sense of security and respect in the club.

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Leadership and governance Strong standard

Leaders are highly reflective about the provision on offer. They recognise their strengths and continually plan for future development. Leaders have identified the need for refinements to further strengthen routines during the transition to mealtimes. However, these strategies are not yet embedded in practice.

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Leadership and governance Strong standard

Leaders are passionate about providing the best possible care for children. Leaders and managers have clear and effective systems that support the safe and smooth running of the club. Staff benefit from thorough induction, regular updates and ongoing guidance and training. Leaders regularly visit the site to check on staff wellbeing and resolve any operational issues. As a result, staff feel well prepared and supported in their roles.

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Leadership and governance Strong standard

Leaders gather a wealth of information before the holiday club starts to understand children's individual needs. They use this information effectively to create detailed plans for the children in attendance each session. Leaders regularly review the quality of the provision and make changes that extend and improve children's experiences. For example, they give staff clear guidance on how to adapt activities so every child is included. This

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Expected standard

builds staff confidence as they create an inclusive and responsive environment that meets all children's needs.

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Expected standard

Parental engagement is well promoted. Regular information sharing takes place via online systems and during daily conversations. Children take home daily diary sheets that reflect how they have spent their day and what they have enjoyed most. Parents and carers leave positive feedback about the supportive staff, the variety of activities on offer and how keen their child is to attend each day.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff provide a warm and nurturing environment where children develop positive relationships and secure attachments. Staff use the information they receive from parents and carers and other professionals to understand the reasons behind children's behaviour. This enables them to provide tailored support to help children regulate their feelings and attitudes.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have typically established consistent daily routines that help children to understand what will happen next. Staff recognise the importance of predictable routines in promoting children's emotional security and wellbeing. However, the transition to mealtimes is less consistent as staff do not provide guidance to children quickly enough. This does not ensure all children follow the expected routines.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff are positive role models and interact with children and each other in a kind and calm manner. Children's behaviour is exemplary and they show respect for their friends, staff and the environment. This generates a relaxed atmosphere where children are happy and content.

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Behaviour, attitudes and establishing routines Expected standard

Staff provide regular encouragement and praise. They support children to make independent choices and develop their self-confidence within the environment. For example, children confidently choose where they would like to play and understand the group expectations to ensure children play safely and happily together. Staff know children very well and recognise when they require additional support. They respond thoughtfully, for example, by helping children to listen to others and to wait patiently for their turn in the music sessions.

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Behaviour, attitudes and establishing routines Expected standard

Staff closely monitor children's attendance. Robust daily systems ensure any absence is routinely checked and appropriate action taken where there are concerns. This promotes the wellbeing and security of children who attend 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

Every child is warmly greeted and welcomed into this inclusive and supportive club. Children are eager to attend and quickly settle to play with their friends. Children are well supported to remember the expectations of the club. Each session includes a circle time where children and staff share the 'golden rules'. Children confidently explain that they must be kind to their friends and staff. They understand they must always tell an adult if they want to leave the room and never share food with others. Children interact enthusiastically with the attentive and friendly staff team. Leaders and staff show a high level of interest in what

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Inspector:

Karen Millerchip children say and do and meaningful conversations take place. This boosts children's sense of trust and belonging.

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Inspector:

Children with special educational needs and/or disabilities and those who experience barriers to their wellbeing receive tailored support to settle, participate and make new friends. Children independently access a dedicated calm zone to engage in quiet activities until they feel able to join in. They develop a growing understanding of how they feel and how they can help themselves feel better. This supports them to flourish in the club.

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Inspector:

Children thoroughly enjoy their play and their views are valued. For example, children excitedly participate in 'swishing and swashing' their imaginary battle swords and offer new ideas to enhance the session. They work collaboratively with their friends and staff to write a song about battles following the drama session. This promotes a sense of fun and values children's ideas and interests.

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Inspector:

Children benefit from a wide range of highly engaging activities. They thoroughly enjoy using craft materials to make models and cards. Children enthusiastically participate in specialist music sessions and engage in physical play indoors and outdoors. They persevere as they throw the 'sticky balls' at the target and use scissors to cut up egg boxes. Children focus intently as they practise plucking and strumming to make sounds on their guitar or ukulele. They learn about how sound waves work during their music sessions. Children are curious and active learners. They show a high level of interest as they play and explore with their friends.

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Next steps

Leaders should ensure staff provide prompt and consistent guidance so children embed familiar mealtime routines.

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About this inspection

The inspectors spoke with children, leaders, staff and designated safeguarding leads 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:

Kingsley School Beauchamp Avenue LEAMINGTON SPA CV32 5RD

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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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