Super Camps @ St Stephens Junior School

Super Camps @ St Stephens Junior School St. Stephens Junior School, Hales Drive, Canterbuty, Kent, CT2 7AD

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Inspection date

Previous inspection date 16 February 2016 Not applicable

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Staff build good relationships with children who are confident and happy during their time at camp. This helps children to develop a positive sense of belonging.  Children have access to a wide range of exciting experiences that interest and motivate them. For example, they learn new skills as they participate in archery.  Self-evaluation and regular monitoring of staff practices help the management team plan appropriate training courses and provide staff support.  Staff provide good opportunities for children to develop their physical skills and learn the importance of healthy lifestyles. For example, children participate in daily warm-up exercises.  The parents are well-informed of their children's day and their achievements. For example, they receive daily activity cards that share ideas to try at home. There is a positive consistency of care and a good link between home and the camp staff.

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It is not yet outstanding because:

 Staff are very occasionally inconsistent with giving children positive messages about the importance of good behaviour, such as being polite.  Staff do not always organise some group activities well to engage the full interest of younger children.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 improve staff understanding about the importance of providing consistently positive messages to children about good behavior  review the organisation of some group activities to engage the interest of the younger children at all times.

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Inspection activities

 The inspector observed the environment.  The inspector observed the staff's interaction with children.  The inspector looked at the written documentation, including a sample of the policies and procedures.  The inspector spoke to children, parents and staff, and considered their views.  The inspector carried out a joint observation with the manager.

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Effectiveness of the leadership and management is good

The managers have effective recruitment procedures to ensure the suitability of all staff. For example, they obtain references and carry out suitability checks. The staff are actively involved with management as they decide and achieve their own professional development goals. This helps management and staff continue to improve practices and meet children's individual needs. The staff make good links with parents and other professionals, particularly for children with special educational needs, to help ensure those needs are met. Overall, the staff use the wide range of resources and activities well to keep children engaged and motivated. Safeguarding is effective. For example, all children are involved in considering the potential risks of activities and safely participate in challenging experiences. The management and staff know how to safeguard the welfare of children and who to contact if they have any concerns.

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Quality of teaching, learning and assessment is good

The staff effectively and positively get to know children well as they start at the camp. For example, children make their own 'passports' which hold information about their interests and dislikes. This helps children feel listened to and valued, and helps staff plan appropriate activities. For example, children showed a keen interest in dinosaurs; therefore, the manager introduced dinosaur resources into the camp. Children have their individual needs well met. Staff build upon children's development at school well and follow children's ideas. For example, children collect natural objects on a nature walk and use them for creative art activities. Staff support children's ongoing communication skills. For example, the staff have good-quality discussions with children as they play alongside them and model language positively.

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Personal development, behaviour and welfare are good

Children show their excitement during activities, and regularly share their memories and thoughts with staff. They are confident to ask for help when they need it. Children demonstrate a sense of empathy for others, offering each other support and reassurance. For instance, older children 'buddy' younger children and set them a good example. As another example, children add notes to a 'kindness tree' when they do a kind act, such as opening a door for their friends. Staff support children's understanding of differences within society well. For example, children celebrate a range of festivals. Children develop a good understanding of their physical well-being as they meet their own needs well. For example, they access quiet activities and rest when they need to.

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Setting details

Unique reference number EY408265 Local authority Kent Inspection number 724896 Type of provision Out of school provision Day care type Childcare - Non-Domestic Registers Early Years Register, Voluntary Childcare Register Age range of children 4 - 8 Total number of places 36 Number of children on roll 11 Name of provider Super Camps Ltd Date of previous inspection Not applicable Telephone number 01235 832 222

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Setting details

Super Camps @ St Stephens Junior School registered in 2010. It is one of a large number of sites run by Super Camps Ltd. This camp operates in the grounds of St Stephens Junior School in Canterbury, Kent. The camp is open Monday to Friday, from 8am to 6pm, during some school holidays other than summer and Christmas. The camp employs three staff, all of whom have childcare qualifications.

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Setting details

This inspection was carried out by Ofsted 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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Setting details

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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.

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Setting details

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Setting details

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Setting details

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