The Camp

The Camp Inspection report for early years provision

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Unique reference number EY288824 Inspection date 21/04/2011 Inspector Karen Prager

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Setting address Unit 8, Whitewalls, Easton Grey, Malmesbury, Wiltshire, SN16 0RD Telephone number 01666 825500 Email Type of setting Childcare on non-domestic premises to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. 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. You may copy all or parts of this document for non-commercial educational purposes, as long as

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you give details of the source and date of publication and do not alter the information in any way.

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

Children only attend this setting before and/or after the school day and/or during the school holidays. The judgements in this report reflect the quality of early years provision offered to children during those periods.

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the setting

The Camp Out of School Club opened in 2004 and operates from a single purpose building situated on a small industrial estate at Easton Grey, Malmesbury. A maximum of 40 children may attend the club at any one time. The club opens each weekday from 3.00pm to 6.00 pm during term time, and 8.30 am to 6.00pm in the school holidays.

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Description of the setting

The Camp is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. Care is offered for children from the time they start school up to the age of fourteen years. The majority of children cared for are in the older age range. There are 22 children on roll in the early years age range. Children come from a wide catchment area and attend for a variety of sessions. Children have access to toilet facilities, an enclosed indoor physical play area, an open play space downstairs and an upstairs area for relaxing and free play.

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Description of the setting

There are six members of staff who work with the children and five of these hold appropriate qualifications.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

Children are cared for in a welcoming and child-friendly environment. They enjoy a positive experience of the Early Years Foundation Stage, which complements their school day effectively. Children's social and emotional development is supported effectively. They make good progress overall, with their welfare needs met well. A positive relationship with parents helps staff meet children's individual needs. Staff reflect on their practice regularly to accurately identify most areas for development, so are well-placed to maintain continuous improvement.

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further?

To further improve the early years provision the registered person should:

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further?

 develop dialogue with other settings that children attend, to share information which further supports their learning and development  provide a greater range of natural materials to enhance children's understanding of different media and encourage discovery. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

There are clear and robust procedures in place to provide a safe environment for the children. There are robust systems for the appointment of staff, who are cleared as being suitable to work with children. Good communication channels help staff understand their roles and responsibilities. They are deployed well, knowing who collects children from school and the correct procedures to follow to maintain children's safety as they do so. Staff keep their knowledge of how to safeguard children updated and regular first aid training ensures that there are always staff members present with a relevant qualification. Children use bright, welcoming premises in which good hygiene is maintained. This all contributes to children being safeguarded well.

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the early years provision

The staff evaluate the provision effectively, taking the views of parents and children into account to make sure the service offered meets their requirements. Regular dialogue with development workers from the local authority further promotes the development of good practice and ensures that the quality of provision continues to improve. The staff work together well as a team, working efficiently with daily tasks and engaging effectively with he children. Good use is made of the available space. Discrete areas are set out to provide children with areas for active play and rest. Suitable furniture is provided for table top activities and comfortable sofas provide space to sit and watch others, or chat with a friend. Toys and art resources are visible and easily accessible so that children can access these independently.

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the early years provision

Staff have built positive relationships with the parents. The friendly staff provide a warm welcome to children and their family and news about children and the setting is shared as appropriate. This supports staff in promoting equality and diversity well. They recognise the differing backgrounds of the children and help children understand the society they live in. A wide selection of information for parents is available in the reception area. The views of parents and children are taken into account to make sure that the service offered meets their requirements. The setting is aware of the benefit to children of sharing information with others who provide care for children. Effective dialogue is in place with the some of the schools that the children are collected from during term time, though this is not yet well established with all the schools.

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and outcomes for children

Children busy themselves with a wide range of activities during their time in the club. Children who attend regularly talk with friends and share their experiences of their school day. Other children who visit on an occasional basis settle in quickly and make new friends. Staff assists this through pairing children for activities and older children willingly support the younger children. For example, when searching for Easter eggs the children work together to find which eggs match the pictures. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The friendly staff are good role models. They take time to get to know the children. Clear expectations for children's behaviour and good support for those who find it difficult at times to remain within acceptable boundaries, lead to children responding well. Children's self-esteem is high and their behaviour is good. Although there are many older children present, this does not affect the

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and outcomes for children

quality of care the younger children receive, owing to the effective staff support.

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and outcomes for children

Staff work well together setting out activities for children and engaging with them as they select what to play with. Staff effectively provide an environment that complements the school day whilst still covering all areas of learning. This means that children can consolidate their learning as they play. There is a good range of resources covering all areas of learning though resources reflecting the natural environment are not widely represented, though children do enjoy caring for the guinea pig, and occasional trips are taken along a local footpath. Children move around confidently making their own decisions about what to do. Children rest quietly, looking at books or talking with friends. They eagerly play with computer games, which are carefully monitored by staff. Staff provide books for the children who attend regularly after school which are used, by children and staff, to record children's interests and developments.

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and outcomes for children

Children can clearly say why they must wash their hands before they eat and are seen to follow good hygiene procedures without being prompted. Children sit together in friendship groups to eat their snack and lunch provided by their parents. A tuck shop is also available mid-morning and with staff support children become aware of the healthy options. Although there is no daily outdoor play available children engage in a variety of physical activities and they keep active for much of their time. They play with a range of large and small balls in the large enclosed activity area, and have fun with 'slippery shoes' learning to balance and control their bodies. The sit and ride toys are extremely popular and children become adept at steering these round people and furniture. This activity is developed well as staff and children create road signs and arrange tables to be roundabouts. Through activities such as these, and practicing the evacuation

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and outcomes for children

procedures children learn to keep themselves safe. They are encouraged to consider their safety, and that of others, when using equipment, and once they have reflected can talk of the consequences. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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