Munchkin Sports Parish C of E Primary School Holiday Camp

Holiday Camp

Unique reference number (URN): 2813212 Address: Parish C of E Primary School, London Lane, BROMLEY, BR1 4HF Type: Childcare on non-domestic premises Registered with Ofsted: 04/10/2024 Registers: EYR, CCR, VCR Registered person: Munchkinsports 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 embed a harmonious and respectful culture, where children consistently follow rules, expectations and routines. Leaders demonstrate high expectations and support children to manage their feelings and behaviour independently. For example, during circle time, staff consistently use highly effective strategies to refocus children's attention and keep them engaged. Staff use positive language to remind children of the behaviour that they want to see. For example, 'walk nicely' and 'sit down if you are eating.'

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Behaviour, attitudes and establishing routines Strong standard

Leaders know children exceptionally well and form secure, positive relationships. They organise children into groups that support their age and stage of development, which children remain in throughout the day. This supports children to feel at ease, bond with a small group of children and feel like they belong. Leaders and staff plan activities that meet the needs and interests of the different ages and stages of children.

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Behaviour, attitudes and establishing routines Strong standard

Leaders encourage children to attend regularly. They promote holiday camps and mega days, such as 'Scooter Day'. This encourages parents to book children in frequently. Staff support children to engage in different fun activities that meet the needs of all children, including children with special educational needs and/or disabilities, those who face barriers to learning and/or wellbeing and children previously known to social care. Leaders and staff encourage children to collaborate and treat each other with kindness. Children talk to their friends and have opportunities to meet new friends.

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Children's welfare and wellbeing Strong standard

Leaders embed routines that create a welcoming space, where children form positive relationships. Staff consistently talk to children about feelings and effectively support all children, including children with special educational needs and/or disabilities, (SEND) those who face barriers to learning and/or wellbeing and children previously known to social care, to regulate their emotions. For example, children remove themselves from over-stimulating environments and sit quietly, while adults supervise children to regulate safely and calmly. Staff quickly and confidently respond to children's needs. This consistently supports children to settle quickly, manage their behaviour independently and enjoy engaging in a range of activities. Staff support children to put on helmets and knee pads before racing to prevent injury if they fall. They encourage all children to engage in scooter racing, including children

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Children's welfare and wellbeing Strong standard

who do not have a scooter. This supports leaders' inclusive approach and ensures that all children develop their large muscles.

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Children's welfare and wellbeing Strong standard

Leaders prioritise children's welfare and wellbeing and ensure that policies and procedures are rigorously followed by staff and parents. For example, leaders encourage all children to bring a healthy snack and lunch from home that does not contain nuts. This supports staff to meet children's dietary requirements safely. Leaders support children to live a healthy lifestyle effectively. Staff sit with children at mealtimes, to ensure children eat safely. They talk to children about topics of interest and share knowledge, for example how trains delivered the post long ago. Leaders demonstrate how they use every opportunity to expand children's knowledge.

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Inclusion Strong standard

Leaders and staff consistently support all children, including children with special educational needs and/or disabilities, (SEND) those who may face barriers to learning and/ or wellbeing and children previously known to social care, to access and enjoy activities across the setting. Leaders swiftly identify and address barriers children face. They liaise with parents and schools to effectively meet children's needs and support them to develop their emotional health. For example, they confirm requirements with parents and discuss suitability for children to attend camp. Leaders talk to parents about any additional support children receive in school. They speak to school designated leaders about how to best support children in the setting. This helps leaders to effectively make reasonable adjustments for children who need additional support, for example those with a sight impairment.

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Inclusion Strong standard

Children receiving funding, such as early years pupil premium, attend for free during 'Holiday Activities and Food Programme' week. Leaders liaise effectively with parents and schools to ensure they meet children's individual needs and dietary requirements.

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Inclusion Strong standard

Leaders and staff consistently make a demonstrable difference to the opportunities and experiences for all children. They regularly support all children to thrive. They encourage children with SEND to listen attentively during circle time as the rules are explained. This teaches children to listen without interrupting and embeds the expectations for listening to others. Leaders skilfully use knowledge and information gained from training to make reasonable adjustments to ensure that all children access activities alongside their peers. They rigorously monitor systems in place to support children and review support given as a team and with parents.

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Leadership and governance Strong standard

Leaders have high expectations for children, staff and the services they provide. They consistently ensure that staff training and knowledge are highly effective. Parent partnerships are well developed and communication is positive. Leaders provide a highly impactful service. As a result, parents are repeat customers.

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Leadership and governance Strong standard

Leaders understand the effectiveness of the team and highlight staff strengths as knowing children and families exceptionally well and meeting children's needs. Leaders swiftly take action to address areas for development. They embed systems that support all staff to flourish. For example, they have introduced a rigorous, levelled training programme for staff that increases knowledge and skills. Leaders ensure all staff use highly effective and consistent behaviour management, so all sessions are of the highest quality. Leaders give staff constructive feedback using 'so what, now what?' to encourage staff to reflect on their practice. Leaders confidently self-evaluate and share the company vision with the team. Staff feel valued and celebrated. Leaders encourage staff to continue learning and support staffs emotional wellbeing. This helps staff to deliver highly engaging sessions for children. Leaders host award evenings to celebrate staff achievements and success. They send out

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Leadership and governance Strong standard

weekly staff newsletters to share successes and other important information.

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Leadership and governance Strong standard

Leaders form highly effective partnerships with schools and parents to support them to meet children's needs.

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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

Leaders and staff warmly greet children and their families. Children enjoy attending mega days, such as 'Scooter Day', and arrive ready for a day of fun. Children excitedly enter and quickly settle into embedded morning routines. Leaders know children and families exceptionally well and know children's interests. They carefully organise children into groups to suit their age and stage of development. This supports staff to offer tailored activities and experiences effectively to routinely meet children's needs. Children with special educational needs and/or disabilities and those who may face barriers to learning and/or wellbeing, engage in a range of experiences and activities that support their individual needs. As a result, barriers to learning and/or wellbeing are substantially reduced. Leaders persistently talk to children about their emotions and encourage children to manage their behaviour and

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

emotions independently. Children learn to collaborate and build team skills with new and existing friends. This supports children to consistently achieve well from their starting points.

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

Children engage in activities and games that encourage them to be themselves. They take turns, share, learn new routines and talk about what they know. For example, children use picture cues to confidently explain the camp rules to others.

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

Leaders and staff support children to develop healthy lifestyles. Children develop skills that strengthen their large-body muscles and gain confidence and self-belief.

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

Leaders promote attendance and punctuality effectively and reinforce start times for group sessions with parents. Parents book children in for chosen sessions with ease. As a result, children's attendance and punctuality are positive.

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Address:

Parish C of E Primary School London Lane BROMLEY BR1 4HF

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Address:

Type: Childcare on non-domestic premises

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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 focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known or previously known to children's social care, 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, children and parents 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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