Camp Beaumont - Habs Boys

Camp Beaumont - Habs Boys

Unique reference number (URN): 2741702 Address: Haberdashers Askes Boys School, Butterfly Lane, Elstree, BOREHAMWOOD, WD6 3AF Type: Childcare on non-domestic premises Registered with Ofsted: 12/07/2023 Registers: EYR, CCR, VCR Registered person: CB (Oldco) 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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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is exemplary because staff are consistent in their approach to promoting good manners, consideration for others and appropriate behaviours. Clear boundaries are in place, including visual aids that are available in all areas of the setting for staff and children to refer to throughout the day. Staff themselves are good role models, who demonstrate kind and respectful behaviours towards others.

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Behaviour, attitudes and establishing routines Strong standard

All children, including the youngest children who attend, adhere to the setting's ethos around teamwork and cooperation. They are encouraged to work together to achieve common goals. For example, children collaborate well with one another to read the letter that their cheeky elf has written for them.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have high expectations for children's behaviour that they promote through positive reinforcement. Staff offer children an abundance of praise throughout the day. Children attend daily award ceremonies, where their positive contributions to the camp are recognised with certificates and rewards.

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Behaviour, attitudes and establishing routines Strong standard

Leaders work with families to promote the importance of punctuality and the positive impact this has on children's ability to settle with their peers and fully engage in the array of activities on offer.

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Behaviour, attitudes and establishing routines Strong standard

Children develop a close and respectful relationship with staff, who are attentive to their needs and highly responsive to children's changing moods and interests. For example, staff identify when children become restless and are swift to engage them in more physical aspects of play. This ensures that children remain engaged in the exciting programme of activities that leaders and staff plan.

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Inclusion Strong standard

Leaders have robust processes in place to support the needs of children with special educational needs and/or disabilities (SEND). From the point at which families register, leaders engage with them to gather a deep understanding of children's specific needs. They work with specialists and make every effort to ensure identified needs are well considered in the day-to-day organisation of activities and routines. For example, wherever possible, qualified and experienced staff are on hand to provide precise support for children with

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Expected standard

SEND. Leaders ensure these staff have gained appropriate knowledge through pertinent training programmes that are selected based on the specific needs of children.

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Expected standard

Attentive and qualified staff support the specific needs of young children and those who may be new to the setting. The setting adopts a key-person system that ensures there is two-way communication between staff and carers around managing any specific needs children may have. The support that key staff provide around these needs allows children to fully engage and participate with their peers during play.

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Children's welfare and wellbeing Expected standard

Children have a deep understanding of their personal safety. At all times, attentive staff are on hand to remind children of the boundaries in play and discuss why they are in place. For example, young children understand the need to line up before leaving their rooms and remain close to staff at all times so as not to get hurt in the older children's sports activities.

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Children's welfare and wellbeing Expected standard

The key-person system that leaders have created is effective at promoting children's well- being. These staff have a robust understanding of children's unique circumstances and support them well during play. They understand their role in communicating effectively with parents and provide daily written feedback around children's achievements and routines. This provides parents with a robust insight into children's time at the camp.

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Children's welfare and wellbeing Expected standard

Staff promote children's understanding of their physical wellbeing in play through discussions and establishing routines. For example, children all enjoy group dance sessions when they arrive. They understand this gives them energy and prepares them for the day ahead.

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Children's welfare and wellbeing Expected standard

Mealtime are supervised by staff, who pay particularly close attention to the welfare of young children and those who may have allergies. At times, however, staff are focused on essential tasks, such as managing care needs. This means that they are unable to embed a well-structured lunchtime routine, where staff can fully engage with groups of children and hold meaningful discussions.

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Leadership and governance Expected standard

Leaders evaluate activities daily to ensure children engage well, have fun and are safe. They seek regular feedback from parents, children and staff around the popularity and effectiveness of activities. For example, children create daily visual cards that highlight their favourite resources and their emotions while at their camp. Leaders use this information to adapt their planning to incorporate favourite activities that consider children's changing interests.

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Leadership and governance Expected standard

The provider has effective induction processes in place that support staff knowledge around promoting children's welfare and wellbeing. Furthermore, the provider understands the positive impact staff wellbeing has on the smooth running of camps and the care that children receive. For example, all staff join together to get to know their teams and routines in the days running up to children starting.

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Leadership and governance Expected standard

Leaders monitor staff practice and generally have good oversight of their strengths and areas for development. However, they do not consistently monitor the effectiveness of support put in place and this limits the progress that some staff make in their development.

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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

Children are excited to arrive and remain deeply engaged in play during their time at this vibrant holiday camp. Leaders and staff organise an exciting programme of activities that supports the different abilities and interests of all children who attend. For example, young children enjoy sessions of free play in their base room. They explore their outdoor environment during treasure hunts, where they read clues and work as a team to solve them. Older children look forward to trying out various sports, and organise group games with one another and enthusiastic staff. Leaders discuss the considered adaptations they make to activities that support children with special educational needs and/or disabilities to be fully included in all aspects of camp life.

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What it's like to be a child at this setting

Children's changing needs and interests are at the heart of staff practice. Staff observe how well children are engaged in play. Where necessary, they take swift action to adapt activities and find alternative ones that better suit children's needs. For example, when staff identify children may be getting restless, they get them up and moving, exploring their camp environment. Children provide daily feedback, where they talk to staff and draw pictures that reflect their time at the camp. Staff use this information to inform their planning and adapt the programme of activities if necessary.

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What it's like to be a child at this setting

Staff promote children's confidence, and encourage them and their friends to celebrate their unique skills and talents. During dance sessions, children take lead roles and demonstrate new routines to their friends with staff on hand for support.

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What it's like to be a child at this setting

Staff know children well and identify groups who may benefit from taking on roles of additional responsibility. For example, older children support staff to deliver group sessions in the morning to welcome all the children to their camp.

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What it's like to be a child at this setting

Parents are complimentary about leaders and staff and the exciting activities they provide. They acknowledge how leaders planning and careful consideration of interests, mean that children look forward to attending.

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Next steps

Leaders should consider ways to enhance the organisation of lunchtime routines that allow staff the opportunity to engage fully with children and support their social development even further. Leaders should enhance current methods of coaching to promote staff practice to a consistently strong standard across the whole team.

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Address:

Haberdashers Askes Boys School, Butterfly Lane Elstree BOREHAMWOOD WD6 3AF

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:30

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About this inspection

The inspector spoke with leaders, staff, parents and children 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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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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