Super Camps at Hampton School

Super Camps at Hampton School Hampton School, Hanworth Road, HAMPTON, Middlesex TW12 3HD

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Inspection date 30 July 2019 Previous inspection date 13 August 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Not Applicable

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This provision is good

n The atmosphere in the camp is vibrant. Children arrive happy and staff welcome them enthusiastically. n Leaders are ambitious. They are dedicated to improving the good service even further. They reflect carefully on the quality of the camp and how well it meets children's needs. They are vigilant in helping to plan activities to ensure children make good choices about their play. Leaders provide sports and other exciting activities run by staff and professional coaches. n Staff promote children's understanding and development through the stimulating events they provide. This helps to complement the learning which takes place in school. n Parents comment positively about the camp. They welcome the daily feedback they receive about how their children performed. n Staff are positive role models. They sensitively reinforce the camp's high expectations for children's behaviour so they behave well. All children develop high levels of

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This provision is good

confidence and self-esteem. n The allocation of a key person for children ensures they are well supported in developing secure attachments. n Staff monitor and assess the environment, and this helps to support children's safety and well-being. n Staff engage children in planned events. However, sometimes the slow pace of getting the children involved in the activities reduces their enthusiasm and engagement.

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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

n review the way activities are delivered, to ensure all children maintain their enthusiasm and engagement during adult-led sessions.

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What the setting needs to do to improve further

n The inspector observed the quality of staff interactions during activities and assessed the impact this has on children's enjoyment and achievement. n The inspector held meetings with the area manager and looked at relevant documentation and evidence of the suitability of staff working at the camp. n The inspector completed a joint observation with the manager. n The inspector spoke to staff and children at appropriate times during the inspection. n The inspector spoke to parents during the inspection and took account of their views.

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Effectiveness of leadership and management is good

Safeguarding is effective. Staff are aware of the procedures to follow should they have concerns about a child's welfare. For instance, there is a safeguarding leaflet that provides additional information to parents and staff. This helps to ensure all have a clear understanding of how to keep children safe. The newly appointed manager and staff are getting to know the children and parents. They are building positive relationships and this enables sustained continuity in care for children. Senior leaders provide good support, training and supervision. They pay careful attention to monitoring practice and this ensures staff give good care and guidance to children. Parents comment that they are 'very happy with the service', and describe staff as being 'very enthusiastic'. Recruitment and vetting procedures are suitable. Policies, procedures and risk assessments are in place.

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Quality of teaching, learning and assessment is good

Staff plan stimulating activities and this helps to motivate and inspire children's creativity. For instance, children listened to a story about 'Space Spiders'. They considered imaginative ways to make the strangers feel welcome at the camp. The children made a large three-dimensional model of a home for the visitors to live in. Staff use their good knowledge to increase children's understanding and this helps children to extend their problem-solving skills. This was evident when children identified the different coins and worked out how much to charge for the vegetables in their shop. Additionally, children worked out how to enter the rooftop restaurant, which they designed and constructed. Leaders and staff pay careful attention to the organisation of the day. Children have opportunities to sit quietly with activities or to relax and read in the reading area. Planning for the week is varied, and this supports children's sustained curiosity in current

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Quality of teaching, learning and assessment is good

issues. For example, the focused topic of 'Green week' enabled the children to learn about their environment and about recycling. Children engage in challenges linked to different areas of learning, and this further supports their strategic and analytical skills. Staff follow children's ideas for play, regularly consulting them about what they want to do. Leaders and staff hold regular daily feedback sessions to discuss children's individual needs, interests and to plan future activities.

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Personal development, behaviour and welfare are good

Children arrive at the camp eager to play and explore. Staff welcome children and their parents enthusiastically, and this helps to ensure children settle quickly. Staff working with younger children speak with them calmly and sensitively, explaining the routines for the day. This helps children to feel secure, especially if they are new to the camp. Staff provide children with time to discuss and reflect on the rules of the camp, and this supports children's good behaviour. Children are motivated to work collaboratively. Staff provide them with many opportunities to earn points for themselves and their team. Staff and children celebrate individual achievements and this supports children's good self-esteem. Staff praise the children and encourage them to publicly share what they have done. All children demonstrate good levels of independence. They select the activity they want and are confident to ask for something if it is not already available.

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Personal development, behaviour and welfare are good

Mealtimes are social occasions where older and younger children sit together to eat.

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Setting details

Unique reference number EY464734 Local authority Richmond Upon Thames Inspection number 10065606 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Out-of-school day care Age range of children 4 - 11 Total number of places 26 Number of children on roll 12 Name of registered person Super Camps Limited

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reference number

Date of previous inspection 13 August 2015 Telephone number 01235 467303

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reference number

Super Camps at Hampton School registered in 2013. It is one of many settings run by Super Camps Limited and operates from Hampton School in Hampton, within the London Borough of Richmond upon Thames. The setting operates during the summer holiday period. There are four members of staff, including the manager. Two members of staff hold appropriate qualifications and two are unqualified.

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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.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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