Munchkin Sports Langley Park School for Boys Holiday Camp

Holiday Camp

Unique reference number (URN): 2813210 Address: Langley Park School For Boys, Hawksbrook Lane, Beckenham, BR3 3BP 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

Leaders and staff typically establish a positive environment with commonly understood expectations for children's behaviour. Staff form close relationships with children, including new children. This helps them to feel a sense of belonging and emotional security at the holiday camp. All children feel confident to join in activities and to talk to familiar adults. When children struggle to manage their feelings, staff take action to ensure that children feel happy and relaxed. Staff typically meet children's emotional needs well. Leaders take action to promote the importance of punctuality and attendance. As a result, children regularly attend the holiday camp.

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Behaviour, attitudes and establishing routines Expected standard

Staff skilfully support children to join in during physical activities. They understand that younger children may need additional support to focus and concentrate. Leaders have not strengthened how staff consider children's ages and stages of development when planning routines. For example, they do not consistently consider how long children can focus and concentrate for. This does not help staff to consistently enable children's best possible behaviour and attitudes to joining in, or support children to increasingly manage their behaviour and positive ways.

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Children's welfare and wellbeing Expected standard

Staff consider children's individual needs, when planning care practices. This includes the needs of children with special educational needs and/or disabilities. For example, they create individual care plans for children with medical needs that ensure their welfare is managed effectively. All staff understand procedures that help to keep children safe and consider their wellbeing. These are implemented effectively across the holiday camp.

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Children's welfare and wellbeing Expected standard

Staff support children to develop an understanding of how being physically active helps them to be healthy. For example, they plan a wide variety of opportunities for children to undertake exercise. Staff support children to have healthy routines during mealtimes, which promote their understanding of healthy eating. This supports children's physical health.

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Children's welfare and wellbeing Expected standard

Staff typically help children to be able to express their feelings. They develop secure and positive relationships with all children that help them to develop a sense of belonging. Staff take steps to adapt their approaches for children, who need additional support with their emotional wellbeing. All children feel relaxed and happy. This generally helps children to join in confidently.

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Inclusion Expected standard

Staff identify children's individual needs and take these into account when planning activities. They generally make adaptations to activities to ensure that all children can join in and feel included. For example, staff give children support to express their feelings and ideas. Staff receive training to support individual children. This helps them to feel confident in their roles and responsibilities. Leaders and staff engage with external professionals to shape the experiences of individual children, including those with special educational needs and/or disabilities. All staff support one another to implement practices that support children's experiences. For example, they consider when children may need additional adult support. This includes for children who have barriers to their wellbeing.

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Inclusion Expected standard

Leaders plan activities that all children can access. However, they do not consistently use what they know about children to monitor how well children engage. Opportunities for children to build on their participation skills are not yet fully embedded.

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Leadership and governance Expected standard

Leaders are reflective of their practice and have an understanding of the holiday camp's strengths and areas for improvement. They take actions in the best interest of children. Leaders train staff to ensure that the needs of individual children are at the forefront of their minds. They provide opportunities for staff to develop their skills and knowledge. Leaders consider the aspirations of individual staff, when planning training opportunities. Practices are commonly understood by staff. Leaders use daily briefings to help staff to understand their roles and undertake them effectively. As a result, staff feel confident in exercising their responsibilities consistently across the holiday camp.

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Leadership and governance Expected standard

Leaders communicate effectively with parents and carers, including during times of transition. This helps children to settle quickly and have positive experiences at the holiday camp. Leaders recognise that further strengthening how they communicate with harder to reach parents is important. For example, they have nor consistently encouraged all parents to give feedback on children's daily experiences, to further strengthen children's time at the holiday 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

Staff consider children's individual needs at the holiday camp. This includes the needs of children with special educational needs and/or disabilities (SEND). Staff work with external partners and experts, where appropriate, to support children's care. All children enjoy the experiences at the holiday camp, which help them to feel confident and included. Staff reduce barriers for children to join in, including those with SEND, linked to their wellbeing. They effectively implement procedures that enable all children to access activities in an age- appropriate way. For example, children participate in a wide range of sporting activities that

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About this setting

promote their participation and enjoyment. They develop physical skills and positive attitudes to being physically active. This promotes the physical wellbeing of all children.

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About this setting

Staff forge positive relationships with children. For example, children with SEND get to know staff well and feel comfortable sharing their thoughts and ideas. This gives all children confidence and a positive sense of belonging. All children can contribute their opinions and staff take these on board when planning activities. Staff give children praise for trying hard. This helps children to feel valued for joining in. Staff consider the contributions of all children as valuable. They teach children to listen to one another and show kindness and respect. This helps all children to feel emotionally secure and valued.

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About this setting

All staff are effective role models for children. Through their positive interactions and consideration for children's individual personalities and differences, staff help all children to celebrate their uniqueness at the holiday camp. Leaders and staff monitor and promote children's attendance to help them to access fully all the activities at the holiday camp.

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Next steps

Leaders should strengthen how staff consistently consider children's ages and stages of development when planning routines to enable children's best possible behaviour. Leaders should explore how they consistently monitor how children engage in activities to enable children to build on participation skills over time. Leaders should strengthen how they give parents and carers feedback on their children's daily experiences to help children thrive in all aspects of their development.

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About this inspection

The inspector spoke with leaders, staff, children and parents and carers 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): 2813210

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Address:

Langley Park School For Boys Hawksbrook Lane Beckenham BR3 3BP

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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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