Camp Beaumont - Mill Hill (Belmont)

Camp Beaumont - Mill Hill (Belmont)

Unique reference number (URN): 2764245 Address: Belmont Mill Hill Junior School, The Ridgeway, London, NW7 4ED Type: Childcare on non-domestic premises Registered with Ofsted: 13/10/2023 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 behave consistently well and demonstrate positive attitudes throughout the day. Leaders have established a calm and purposeful environment, where expectations for behaviour are clearly understood and consistently applied. Relationships between staff and children are warm and respectful, helping children to feel secure and confident.

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Behaviour, attitudes and establishing routines Strong standard

Children are supported effectively to collaborate and get along with others. They take turns, share resources and play cooperatively. For example, children wait patiently during shared activities and use kind, respectful language, when interacting with their peers. This contributes to a culture of kindness, care and mutual respect. Staff consider children's age, stage of development and individual needs when supporting behaviour. This includes providing additional guidance and reassurance, where needed, ensuring that all children, including those with special educational needs and/or disabilities, are supported to meet expectations successfully.

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Behaviour, attitudes and establishing routines Strong standard

Routines are well established and support children to understand what is expected of them. Children respond positively to transitions and settle quickly into activities on arrival, reflecting leaders' work to promote consistency and positive habits with regards to punctuality and attendance. At times, some routine parts of the day, such as mealtimes, could be improved to offer further opportunities that consistently promote high-quality interactions and social engagement. Overall, children demonstrate confidence, self- regulation and positive attitudes to their play and experiences.

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Inclusion Strong standard

Leaders have established a welcoming and inclusive environment, where children's individual needs are identified early and supported effectively. An inclusion manager works closely with families from the outset, visiting children and gathering detailed information about their needs, interests and routines. This information is shared with staff to ensure that appropriate planning, reasonable adjustments and adaptations are in place from the start. This helps children to settle quickly and access activities confidently.

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Inclusion Strong standard

Staff adapt experiences to reduce barriers to participation. For example, they provide additional adult support, adapt resources and use clear instructions and visual prompts to help children understand expectations. This helps children to engage effectively with their peers. This positive approach ensures that all children, including those with special educational needs and/or disabilities, are included well and participate fully in activities, such as group games and creative play.

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Inclusion Strong standard

Leaders monitor children's experiences and engagement, reviewing support where needed to ensure it remains effective. Staff maintain regular communication with parents and, where appropriate, liaise with external professionals to support children's needs. Leaders support staff to develop their understanding of inclusive practice, including the graduated approach.

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Expected standard

Overall, leaders foster a culture where all children are supported to feel included, valued and able to participate.

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Children's welfare and wellbeing Expected standard

Children are cared for in a safe and nurturing environment, where their individual needs are understood and met. Staff build warm and responsive relationships with children, helping them to feel secure and confident. Staff support children to recognise and express their emotions, offering reassurance and guidance where needed, which supports their emotional wellbeing. Children are encouraged to develop independence in managing aspects of their self-care and are supported to understand routines that promote their health and wellbeing. For example, children engage in active play and follow established routines that help them feel safe and secure. Staff ensure that all children, including those with special educational needs and/or disabilities, are supported appropriately so they can access the provision comfortably.

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Children's welfare and wellbeing Expected standard

Leaders recognise the importance of promoting children's health and wellbeing and have begun to consider how this can be strengthened further. However, opportunities are not yet fully maximised to support children's understanding of healthy choices. Leaders do not yet work closely enough with parents to promote and guide healthier food choices from home, resulting in some inconsistencies and fewer opportunities to fully support children's understanding of healthy lifestyles and their overall wellbeing. In addition, while generally positive mealtime routines are in place, these are not yet used consistently as opportunities for high-quality interaction and social development. At times, seating arrangements and organisation limit children's opportunities to engage in meaningful conversation.

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Leadership and governance Expected standard

Leaders demonstrate a clear understanding of the setting's strengths and areas for development and are committed to improving children's experiences. They ensure that statutory requirements are met and that children are cared for in a safe and organised environment. Leaders make decisions that are in the best interests of children, including those with special educational needs and/or disabilities, so that everyone can access the provision and participate alongside their peers.

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Leadership and governance Expected standard

Leaders reflect on practice and take appropriate action to improve the quality of provision. They have begun to consider how aspects of the provision, including promoting children's health and maximising learning opportunities within daily routines, can be strengthened further. While systems are in place to support improvement, these are not yet fully embedded to ensure that practice is consistently effective across all parts of the day.

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Leadership and governance Expected standard

Leaders support staff through a well-established programme of professional development, including a comprehensive online training platform. This includes thorough induction training, ongoing supervision and coaching. Leaders are mindful of staff workload and provide appropriate support, contributing to a positive working environment. In the main, this helps to develop staff knowledge and supports the quality of practice across the setting.

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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 arrive confidently and settle quickly into familiar routines, independently placing their belongings away and choosing where to play. They form warm relationships with staff, who greet them positively and support them to feel safe, secure and included. Families are welcomed into the setting and communication with staff supports a smooth transition for children, helping them to feel settled and valued.

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

Children enjoy a range of experiences across the day. For example, they engage in imaginative play, such as hunting for dinosaurs in the outdoor area, where they search, discover and talk excitedly with peers about what they have found. This extends children's communication and language skills. Children also participate enthusiastically in group activities, including mini Olympics, where they practise running, balancing and coordination skills, such as throwing foam javelins. All children, including those with special educational needs and/or disabilities, are supported to take part and develop their physical skills. Children also enjoy dancing sessions, where they move rhythmically and follow instructions.

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

Children develop independence as they make choices about their play and manage tasks, such as tidying away resources and selecting activities. They follow routines well and understand expectations, which helps them feel secure. During group times, children listen attentively, join in with familiar songs and anticipate repeated phrases in stories. Staff provide appropriate adjustments and support to ensure all children can access activities, including those who may need additional help.

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

Children behave well and show respect for one another. They take turns, share resources and respond positively to adult guidance. For example, they wait patiently during shared activities and use kind language when interacting with others. Overall, children enjoy their time at the club, feel valued and develop their confidence, independence and resilience.

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Next steps

Leaders should support staff to build on children's understanding of the importance of making healthy choices and strengthen partnerships with parents, actively promoting healthier food choices, to further contribute to children's overall health and wellbeing. Leaders should continue to support staff to build on the quality of impactful interactions with children during mealtimes, including reorganising seating arrangements to better promote communication and social interaction.

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About this inspection

The inspector spoke with the operations director, area manager and camp manager 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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Address:

Belmont Mill Hill Junior School The Ridgeway London NW7 4ED

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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