University of Cambridge Holiday Playscheme

University of Cambridge Holiday Playscheme St. Mary's Junior School, Chaucer Road, Cambridge, CB2 7EB

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Inspection date

Previous inspection date 11 August 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

 The provider and site coordinators are ambitious and communicate high expectations to staff. Evaluations on many aspects of the provision result in carefully planned changes.  A well thought out activity programme and an array of exciting resources motivate children to try new experiences. Staff provide children with clear information during the meetings about the available activities, enabling them to make informed choices.  Children develop good relationships and gain increased levels of confidence as they interact with children of all ages. Older children are positive role models for young children as they answer their inquisitive questions and invite them to join in with their games. Young children smile as the older children affectionately ruffle their hair.  Children learn how to keep themselves safe. They adhere to the clear boundaries in place and help to recognise and report any potential risks. Children are encouraged to

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This provision is good

explore the safe environment and develop new skills. They enjoy climbing trees, building dens and learning to roller blade during their time at the playscheme.  Partnerships with parents are well established. Parents appreciate the support and attention staff provide to their family and comment that it is such a relief to have such a great service like this for the school holidays.

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It is not yet outstanding because:

 The provider has not yet fully reviewed the impact of the detailed improvement plans, in order to drive the quality of provision further.  On occasion, children are a little unsettled when staff do not give them enough reassurance and information when there are planned interruptions to their chosen play.

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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

 evaluate the plans for development, in order to work towards delivering the highest quality of provision for children  review staff practice when preparing for the daily routines to minimise any interruptions to children who are enthused and engaged in their chosen play.

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Inspection activities

 The inspector observed staff interactions with children in their play both indoors and outdoors. She spoke to children at appropriate times throughout the inspection.  The inspector completed a joint observation with the provider and held discussions with both site coordinators and other members of staff.  The inspector held a meeting with the provider. She looked at relevant documentation, such as the format for staff induction and supervision, policies and evidence of the suitability of staff working in the playscheme.  The inspector took account of the views of a number of parents through discussions on the day, questionnaire analysis and written email feedback.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff have a comprehensive knowledge of child protection issues, including the most recent government legislation. They are alert to the wide range of possible signs and symptoms that could indicate a child may be at risk of harm and the specific course of action to take should a concern arise. The provider actively promotes equality and diversity through all policies and practice. Induction and supervision procedures for staff are rigorous. This results in a team of staff who is clear from the outset of their role and responsibilities and helps aid the smooth running of the provision. The provider supports staff to develop their skills and build the confidence to take on additional responsibility. She warmly welcomes the views of staff, parents and children, placing a high emphasis on taking swift action. For example, she is currently reviewing ways to facilitate the inclusion of all children who wish to attend trips, without

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Effectiveness of the leadership and management is good

compromising the robust risk assessments. She also has detailed plans to help build more effective relationships with the other settings children attend to further improve provision.

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Quality of teaching, learning and assessment is good

Staff take pride in their roles and listen carefully to children's thoughts and ideas. They act upon children's interests and conduct research to skilfully tailor each activity. For example, staff combine children's interest in small bricks and technology to help them to construct moveable items and develop a movie using a software program. This engages children and enhances their enjoyment of the activity. Staff provide a range of experiences to help raise children's awareness of current events. Outdoors, children work together as a team to take part in Olympic Games. They use their imagination to make up a team name and design their own flags. Children compete in races and revel in the cheers and praise from other children and staff for taking part. Indoors, children manipulate clay to mould medals and engage in discussion with staff about sporting events and what the colour of each medal represents. They use a range of tools to complete their unique designs.

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Personal development, behaviour and welfare are good

Children have developed secure bonds with staff and other children and look forward to attending the playscheme. Staff gather detailed information about children when they start, such as their favourite snacks and interests at home. This helps children to settle in quickly. The key-person system is effective and children know the staff member that takes responsibility for them each day. Well-organised spaces, both indoors and outdoors, in addition to effective staff deployment enable children to make decisions about where to play. Children choose the quiet spaces to relax and read their favourite books, engage in physical activity in the vast outdoor area or help staff to prepare food. They behave well and are clear on staff expectations. For example, they know that when staff place their hands on their head it is a time to listen and pay attention. Staff encourage children to take responsibility for their belongings. One of the ways they do this is to remind them to

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Personal development, behaviour and welfare are good

take items of clothing with them as they move around the rooms. Mealtimes are social occasions. Children enjoy time chatting with their friends as they patiently line up to choose from the range of balanced and nutritious snacks.

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Setting details

Unique reference number EY484450 Local authority Cambridgeshire Inspection number 1004523 Type of provision Out of school provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 4 - 14 Total number of places 70 Number of children on roll 626 Name of registered person University of Cambridge Governing Body

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reference number

Date of previous inspection Not applicable Telephone number 01223 764186 or 07985 735725

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reference number

University of Cambridge Holiday Playscheme was registered in 2015 and is one of two playschemes operated by University of Cambridge Governing Body. It employs 20 members of staff. Of these, eight hold qualifications at level 2 or above, including six with a qualification at level 3 and the provider who holds early years professional status. The playscheme is open to children once they attend full-time education. It operates Monday to Friday during the school holidays with the exception of Christmas holidays and bank holidays. Sessions are from 8.30am until 5.30pm.

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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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reference number

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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reference number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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