Camp Beaumont - Caterham

Camp Beaumont - Caterham

Unique reference number (URN): 2740901 Address: Caterham School, Harestone Valley Road, Caterham, CR3 6YA 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 Expected standard

Leaders and staff have created a respectful environment, where children clearly understand what is expected of them. At the beginning of each day, they briefly revisit the camp rules, based upon kindness, sharing and polite manners. Children actively discuss the rules, demonstrating confidence and an understanding of staff expectations. Children learn to play collaboratively together and develop friendships. Staff consider children's stages of development as they support them to remember the behaviour expectations. They communicate reminders throughout the day in gentle and age-appropriate ways explaining why, for example, we use 'kind hands'. As a result, children feel secure, behave positively and learn to manage their interactions in positive, age-appropriate ways.

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Behaviour, attitudes and establishing routines Expected standard

Staff and leaders actively engage with children during planned and routine activities, such as 'wake-up, shake-up' at the start of the day. This helps children to form secure attachments with staff and leaders that provides them with a clear sense of belonging.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have effective policies in place around attendance and promptly follow up when children do not attend. This ensures that any emerging concerns are identified quickly and that children's welfare remains a clear priority.

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Children's welfare and wellbeing Expected standard

Staff are experienced and quickly identify when children need additional support to engage with activities or access the environment. They effectively adapt their support to suit all children and can access guidance from specially trained staff when needed. Parents are encouraged to share any additional needs at the point of booking so staff can work with them collaboratively to support children's individual needs. This means that all children are well supported, including those who face barriers to their engagement.

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Children's welfare and wellbeing Expected standard

Staff develop secure attachments with children as they actively engage in activities and play with them. They plan experiences that help children build friendships and children enjoy playing together. This supports them to manage and communicate their emotions and gives them a clear sense of belonging.

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Children's welfare and wellbeing Expected standard

Leaders plan a careful mix of physical activity and talk with children about how they keep themselves healthy. For example, they discuss allergies. Staff generally remind children of the importance of washing their hands, for example, after using the bathroom or before eating. However, this is not always consistent. Some staff occasionally miss these routines. This increases the risk of germs spreading and means opportunities to build secure, positive habits around personal hygiene are lost.

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Inclusion Expected standard

Children's individual needs are quickly and accurately identified and addressed. When children with special educational needs and/or disabilities attend the camp, staff discuss their needs with parents. This enables them to make adaptations and to ensure that support is put in place. This proactive approach enables all children to participate fully, including children who face barriers to their learning or development.

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Inclusion Expected standard

Staff are skilled at recognising when children may face barriers to engagement or find it difficult to participate in planned activities. They provide timely, effective support to help children overcome these barriers and monitor the impact of strategies used to help to ensure they remain engaged. Specialist trained staff are readily available to offer colleagues the extra guidance they need. This helps to ensure that children receive appropriate support. As a result, all children are able to access and benefit from the wide range of experiences on offer.

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Leadership and governance Expected standard

Leaders of the camp provide an environment, where children have fun, make new friends, engage and learn new skills. They regularly seek feedback from parents to better understand how they can improve the experience for both children and their parents and they respond to that feedback. For example, they are currently working on how they can further improve the information they provide to parents. Leaders take decisions that are in the best interests of all children, particularly those who face barriers to their engagement, ensuring that the provision remains inclusive and responsive.

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Leadership and governance Expected standard

There are effective and open channels of communication between parents and staff at the camp. For example, parents receive information about what their children have done and what they have particularly enjoyed at the end of each day. However, opportunities remain for leaders to communicate more precisely to parents about current guidance for preparing food to ensure packed lunches are healthy.

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Leadership and governance Expected standard

Leaders consider staff's wellbeing and workload and there is a supportive and cooperative atmosphere among the staff, who are all communicating with each other throughout the day. Staff receive regular and relevant training that supports them well to improve the experiences for children attending the camp.

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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 enjoy attending the camp. They appear happy, confident and relaxed and speak with genuine enthusiasm about the activities they take part in. From the outset, children understand what is expected of them. They contribute actively during circle time, where they revisit the camp rules that include being kind, staying safe and having fun. This supports children to feel secure and gives them a sense of community.

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

Children access a wide range of engaging, well planned activities that are suited to their ages and stages of development. For example, younger children immerse themselves in imaginative experiences, such as dinosaur hunts. All children enjoy a varied programme that includes physical activity, arts and crafts and opportunities for free play. This balanced offer encourages children to be physically active and sustain concentration on tasks that motivate them.

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

Throughout the day, staff join in with children's play and activities. Shared experiences, such as the morning 'wake up – shake up', create a positive atmosphere and help children build warm, trusting relationships with staff, who take time to get to know them well. Children's individual backgrounds and needs are understood well. Staff quickly identify children who may face barriers to participation and provide timely, appropriate support so they can take part fully. This ensures that all children feel included, valued and are able to succeed within the camp environment.

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Address:

Caterham School Harestone Valley Road Caterham CR3 6YA

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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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Next steps

Leaders and staff should strengthen hygiene practices to help children understand the importance of good hygiene and develop consistently positive habits. Leaders should communicate more precisely to parents about current guidance for preparing food for packed lunches to ensure these are healthy.

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About this inspection

The inspector spoke with leaders and staff 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. 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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