John Hampden Holiday Club

John Hampden Holiday Club

Unique reference number (URN): 2750833 Address: John Hampden School, Wharf Road, Wendover, Aylesbury, HP22 6HF Type: Childcare on non-domestic premises Registered with Ofsted: 15/09/2023 Registers: EYR, CCR Registered person: AJK Sports Ltd

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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

Leaders have created a positive, orderly and respectful environment, where high expectations for behaviour are clear and commonly understood. Staff communicate routines and boundaries consistently and model calm, respectful interactions throughout the day. Children respond well to this. They listen to instructions, move sensibly between spaces and understand what is expected during active sessions, snack, lunch and less structured times. This creates a settled atmosphere in which children can enjoy the club and take part successfully.

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Behaviour, attitudes and establishing routines Strong standard

Children show positive attitudes. They join in readily, sustain engagement and cooperate with one another. During group games, children take turns, follow rules and respond promptly to instructions and demonstrations. Staff encourage all children to participate and adapt their approach for those who are quieter or less confident, such as using visual cues and verbal prompts. As a result, all children remain involved and feel included in shared activities.

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Behaviour, attitudes and establishing routines Strong standard

Staff support children well to collaborate and get along with others. They guide minor disagreements calmly and help children understand how to share space, respect roles and participate fairly. Relationships between staff and children are warm and positive, which supports children to accept guidance and maintain positive behaviour. Staff take account of children's age, confidence and individual needs, when reinforcing expectations. This helps children to meet routines successfully and remain included in the life of the club.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote attendance through clear communication, flexible access, scholarship and funding access and follow-up contact with families when children do not attend. This helps identify barriers and supports children to re-engage quickly. Clear communication with families, local schools and an appealing range of activities encourage children to attend and participate regularly.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are promoted effectively through thoughtful care practices, secure relationships and a day that is organised around children's needs. Staff know children well and respond promptly when children need help, reassurance or practical support. Children approach staff confidently and show that they trust them. This helps children feel emotionally secure and ready to take part in the full life of the club.

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Children's welfare and wellbeing Strong standard

Care practices meet children's individual needs well. Staff understand children's allergies, dietary requirements and medical information and use this knowledge consistently in daily routines. Snack and lunch are managed carefully. Staff check food and drinks, supervise children closely and organise seating in ways that support both safety and inclusion. Children are kept safe without being made to feel different from their peers. This reflects leaders' high expectations for children's welfare and wellbeing. Staff support children's physical development, personal safety, health and wellbeing through the shape of the day and the routines they establish. Children benefit from frequent movement, fresh air and energetic play alongside quieter experiences that help them rest and regulate. Staff talk to children about suitable snacks, reinforce hygiene routines and encourage them to manage their bodies and belongings sensibly. This helps children

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Children's welfare and wellbeing Strong standard

develop healthy habits, personal responsibility and confidence in caring for themselves.

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Children's welfare and wellbeing Strong standard

Children are also supported to recognise, express and manage their emotions. Staff use praise well, celebrate effort and maintain a warm atmosphere, where children laugh, converse freely and recover quickly from minor setbacks. This helps children feel calm, valued and able to thrive within the club's busy environment.

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Inclusion Strong standard

Leaders have established an inclusive culture that reflects the setting's context and the needs of the children who attend. They work to reduce barriers to access by promoting the club in local schools, accepting ad hoc bookings and offering flexibility in attendance where possible. Leaders also understand available funding routes and scholarship opportunities. This helps more families to access the provision and supports regular attendance.

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Inclusion Strong standard

Leaders identify children's needs early and accurately. They gather detailed information before children attend, including medical, dietary and personal information. Pre-camp calls and communication with parents and carers help leaders understand children's starting points and any potential barriers to participation. Where more information is needed, leaders seek this out before children begin. This ensures that support is planned in advance rather than introduced only after difficulties arise.

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Inclusion Strong standard

Staff adapt practice so that children with special educational needs and/or disabilities and those facing other barriers can take part successfully. Leaders use varied approaches to adjust activities to children's development. Staff adapt communication and provide quieter spaces where needed. This helps children to access the same opportunities as their peers.

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Inclusion Strong standard

Leaders support staff through training and discussion. Training on neurodiversity informs practice, and staff adjust support, groupings and encouragement so children grow in confidence and participation over time.

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Leadership and governance Strong standard

Leadership gives the club its clear identity as an active, community-rooted holiday provision. Leaders know the setting well and understand both its strengths and the context in which it operates. They recognise that families in the local area have a range of holiday-club options and have built a distinctive offer around sport, engagement, strong routines and flexibility for families. Their decisions reflect the best interests of children and support the club to remain relevant, welcoming and dependable.

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Leadership and governance Strong standard

Leaders have put in place clear systems and an extensive staffing structure that supports the day-to-day running of the club. Recruitment, training, compliance and quality assurance are organised through central systems, and staff understand their roles well. Leaders use internal review, local authority guidance, external support and regular professional discussion to strengthen practice. This means that staff are supported by a wider structure that reinforces expectations and helps them to maintain consistency.

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Leadership and governance Strong standard

Leaders take decisions that are in the best interests of children, particularly those who need additional support to access the provision successfully. Flexible access, thoughtful planning and clear communication with parents and carers all help children to attend, settle and participate fully. Leaders also prioritise staff wellbeing and workload. Staff are deployed effectively, supported to take breaks and given clear lines of accountability and support. This contributes to the calm, confident and purposeful manner in which they work.

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Leadership and governance Strong standard

The impact of professional development is visible in practice. Staff adapt activities, manage routines well and respond thoughtfully to children's differing needs. Even during inspection, staff remained composed, responsive and assured. This suggests that leaders' systems are embedded and that improvement work is understood across the team.

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

Children arrive to a warm and well-organised, active holiday club, where staff greet them positively and help them settle quickly. Staff are familiar to children through established links with the local schools, long standing community presence and support those who are new to feel comfortable from the start. This helps children separate from parents confidently and begin the day feeling secure.

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About this setting

Children enjoy a varied and energetic day that reflects the club's distinctive holiday-campus feel. They take part in football, archery, parachute games, indoor team games, craft activities, imaginative play and quieter experiences, such as yoga. Staff organise these experiences well and adapt them to the children attending that day. Children show enjoyment, sustain their interest and talk readily about what they are doing. They collaborate in games, invent their own play themes outdoors and take pride in joining the activities on offer. This helps children to feel that the club is fun, purposeful and worth attending.

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About this setting

Children build positive relationships with both peers and adults. They collaborate in games, negotiate roles in play and spend time happily alongside their friends. Staff help children to take turns, listen to each other and join in with shared experiences. They also notice when some children are less confident and support them sensitively to feel included. This helps children to belong and develop confidence in social situations.

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About this setting

Children feel safe and well cared for. Staff remain visible and attentive across indoor and outdoor spaces. They know children's medical and dietary needs and manage these carefully as part of daily routines. Children also develop increasing independence. They organise belongings, prepare for mealtimes, tidy away and attempt practical tasks before adults step in. This helps children feel capable, included and proud of what they can do.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should continue to focus on creating a transformational impact on the outcomes and experiences of children with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing.

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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. Unique reference number (URN): 2750833

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Address:

John Hampden School Wharf Road, Wendover Aylesbury HP22 6HF

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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 - 18:00

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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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