Munchkin Sports Poverest Primary School Holiday Camp

Holiday Camp

Unique reference number (URN): 2813211 Address: Poverest Primary School, Church Hill Wood, ORPINGTON, BR5 2JD 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 Expected standard

Staff support children to understand the rules at the holiday camp. They plan routines that reinforce the expectations on all children. For example, young children talk about these rules during circle time. This helps them to understand how to keep themselves safe. Staff create a positive environment for children at the holiday camp. They build positive relationships with children that help them to feel emotionally secure. Children say that the best thing about the holiday camp is the kind staff. These relationships help children to settle and join in.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children of all ages to play alongside each other. Children learn to be kind and respectful to their friends. Staff consider the ages of children when planning routines. For example, they give younger children more staff to support them during active time. This helps children to focus and concentrate on tasks. Leaders monitor the attendance patterns of all children at the holiday camp. They generally take steps to promote punctuality and attendance of all children, including disadvantaged children. Leaders do not consistently anticipate barriers to attendance for disadvantaged children to help them to establish positive routines and attitudes to attendance and punctuality.

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Children's welfare and wellbeing Expected standard

Staff gather information from parents and carers about children's individual needs. For example, they create care plans for children with medical needs. Leaders create policies for supporting these children and ensuring their welfare, such as supervising children closely or assigning them a key adult. Staff plan a variety of activities that help children to develop key physical skills, such as balance, coordination and stamina. This helps children to understand how physical activity supports their wellbeing and health. Staff form positive relationships with all children, including young children and those new to the setting. They get to know children's personalities and different circumstances. These relationships help children to express their emotions, which helps them to typically manage their feelings well. This promotes children's emotional wellbeing effectively.

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Children's welfare and wellbeing Expected standard

Staff generally teach children about making healthy food choices. For example, they talk about healthy and nutritious food and typically help children to eat choose the healthiest options first. Staff have not yet fully embedded their approach to supporting children to understand the importance of a healthy diet. Children do not consistently build a secure foundation for their future health and wellbeing.

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Inclusion Expected standard

Leaders work with external partners to identify barriers to children's wellbeing and development. This helps them to prepare for children attending the holiday camp effectively. Staff generally work together to make reasonable adjustments for children who need additional support to access activities. The support they provide typically reduces barriers to children's development and wellbeing. Leaders provide training for staff to understand the support individual children may require. Staff generally meet the needs of all children well, including those with barriers to development and wellbeing.

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Inclusion Expected standard

Leaders work with the local authority to implement programmes to support children who are disadvantaged. This helps children to access activities during the holidays. They support these children by providing lunches and snacks to support children's wellbeing. The care provided typically promotes the wellbeing of disadvantaged children. Leaders continue to evaluate this work with the local authority in order to make a sustained difference to disadvantaged children.

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Leadership and governance Expected standard

Leaders continue to reflect on their work at the holiday camp. They regularly evaluate the impact of support for all children. Leaders regularly take steps to strengthen their practice, including, where appropriate, seeking advice from external partners. For example, they are currently developing internal monitoring and feedback for staff. These new procedures enable staff to be more reflective of their own practice and strengthen how they interact with children consistently. Leaders manage staff wellbeing effectively. They consider the different skills of staff and take into account their aspirations when planning training opportunities. This helps them to deploy staff effectively. Staff enjoy working at the holiday camp and talk positively about their training and how this helps them carry out their roles effectively.

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Leadership and governance Expected standard

Staff communicate with parents and carers effectively and positively. For example, they find out information about new children that helps them to settle quickly. Leaders have not fully embedded strategies to communicate consistently with harder to each parents in order to help children thrive in all aspects of 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

Staff consider the different needs of children to plan enriching experiences that promote children's enjoyment of the holiday camp. For example, children spend time learning the rules of games and sports, such as cricket, hockey and basketball. They feel excited to join in, including those children with barriers to their wellbeing. This includes the youngest children, who play alongside others. Children of all ages have an opportunity to take part in new tasks. The gentle encouragement of staff helps children to feel confident to have a go.

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Inspector:

Children feel emotionally secure and safe. This helps them to experience new activities with enthusiasm.

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Inspector:

Children feel cared for and safe. Staff forge positive and supportive relationships with all children, including disadvantaged children. Leaders deploy additional support staff effectively to support children with special educational needs and/or disabilities. They consider when younger children need additional support during routine routines and transition times. As a result, all children learn that taking part is important. Staff welcome all families at the holiday camp. They celebrate the uniqueness of children and give them praise as they participate.

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Inspector:

All children feel valued. Staff make reasonable adjustments to make sure that all children are included in activities. For example, they consider when additional equipment or adult support is needed. Children say that the best thing about the holiday camp is the kind and fun staff. Children develop positive relationships in a safe environment. Leaders take steps to promote the attendance of all children. Staff consider the individual interest and personalities of children and take on board their feedback. For example, they plan opportunities for children to focus on creative arts and develop their imaginations. This helps children to develop a wide variety of talents and a keenness to use positive social interactions as they make new friends.

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Next steps

Leaders should strengthen how routines, such as mealtimes, help to motivate children to make consistently healthy choices and implement a consistent approach to help children to develop long lasting healthy habits for their future lives. Leaders should strengthen how they anticipate barriers to attendance for disadvantaged children, to help them to establish consistently positive routines and attitudes to attendance and punctuality. Leaders should consistently engage with all parents and carers on all aspects of the holiday camp, to support all children to thrive in all aspects of their development.

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About this inspection

The inspector spoke with leaders, staff 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. Kate Daurge

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Address:

Poverest Primary School Church Hill Wood ORPINGTON BR5 2JD

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Address:

Type: Childcare on non-domestic premises

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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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