Atlas Camps Churchdown

Atlas Camps Churchdown

Unique reference number (URN): 2779189 Address: St. Marys Rc Primary School, Cheltenham Road East, Gloucester, GL3 1HU Type: Childcare on non-domestic premises Registered with Ofsted: 29/01/2024 Registers: EYR, CCR, VCR Registered person: Atlas All-Stars 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

The setting promotes positive behaviour through clear and consistent routines that help children to feel secure and confident. Each session includes a daily debrief, where staff and children revisit the setting's values and rules. This reinforces expectations in a supportive and inclusive way. Staff know children well and use this knowledge to adapt routines where needed. This ensures all children can access activities and resources comfortably.

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Behaviour, attitudes and establishing routines Strong standard

Children receive meaningful choices throughout the session. Staff support this with a daily choice board that allows children to influence what they would like to do. This sense of ownership encourages children's high levels of engagement. It also contributes to the very positive behaviour children display across the provision. A system of daily and weekly rewards further recognises children's efforts, achievements and positive attitudes.

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Behaviour, attitudes and establishing routines Strong standard

The environment is thoughtfully organised, offering active physical areas and also quieter and creative spaces. This balance allows children to regulate their own behaviour and select activities that suit their needs and interests. Staff carefully monitor children's attendance. They follow up promptly when children who are expected do not arrive, ensuring their safety and wellbeing. Children show enthusiasm for attending the setting. They respond positively to the established routines, with their behaviour remaining consistently positive.

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Children's welfare and wellbeing Strong standard

The setting places a high emphasis on children's welfare and wellbeing, supported by consistent routines. This helps children to feel safe, secure and confident. Staff know children well and use this understanding to provide an inclusive approach. They make adaptations, where needed, so that all children can fully participate. Staff are attentive to children's moods and emotions, offering reassurance and support. They help children to regulate their feelings in a positive way.

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Children's welfare and wellbeing Strong standard

Positive behaviour is encouraged through the use of praise and rewards. This helps to build children's self-esteem and sense of belonging. Established routines for handwashing, toileting and snack times promote excellent hygiene and independence. The setting is a nut- free environment, ensuring children's safety. Staff encourage children to have healthy lunches. They also take opportunities to discuss healthy choices with children, supporting their understanding of their wellbeing further.

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Children's welfare and wellbeing Strong standard

The club's values are embedded throughout daily practice. Staff guide their interactions and expectations in a consistent and very supportive manner. As a result, children feel cared for and respected. They develop confidence in managing their own wellbeing. The setting creates a very nurturing environment, where children's physical and emotional needs are prioritised effectively.

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Inclusion Strong standard

The setting demonstrates a deep commitment to inclusion. Staff ensure that every child is supported to thrive from the very beginning. Leaders and staff work closely with parents and carers to gather detailed information about each child. This enables them to plan effectively and meet children's individual needs from the outset. This collaborative approach helps to build trust and ensures consistency between home and the setting. There are well- established links with the school and the special educational needs coordinators. This supports smooth transitions and a shared understanding of children's needs.

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Inclusion Strong standard

Clear policies and procedures underpin inclusive practice, alongside excellent support from the leadership team. The setting has also worked effectively with external agencies to provide tailored provision for children with special educational needs and disabilities, those known to social care and looked-after children. This multi-agency approach ensures that children and families receive the right support at the right time.

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Inclusion Strong standard

The provision is flexible and responsive, allowing staff to adapt plans and experiences to help children overcome any barriers to learning. Staff maintain regular communication with parents and carers. They provide feedback on children's achievements and seek further information to enhance their support even further. As a result, parents speak positively about the care and guidance their children receive, valuing the inclusive and nurturing environment.

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Leadership and governance Strong standard

Leadership across the provision is effective and well established. Leaders maintain a clear and comprehensive overview of all aspects of the delivery of practice. There is a clear management structure in place, both from the central team and within each club. This ensures accountability and consistency. Leaders demonstrate a deep understanding of the provision's strengths as well as areas for development. They use this insight to drive continuous improvement. Robust recruitment systems and thorough staff induction processes ensure that all team members are well prepared for their roles.

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Leadership and governance Strong standard

Staff benefit from consistent support provided by the leadership team, alongside clear policies and procedures that guide practice. Staff also have access to a variety of continuous professional development opportunities. This enables them to further develop their skills and knowledge. As a result, staff report feeling supported and valued in their roles. Leaders place a high emphasis on staff's wellbeing and workload. They implement effective strategies, such as reward systems and regular check ins with staff.

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Leadership and governance Strong standard

Clear routines are embedded and consistently applied across all camps, supporting a positive and structured environment. Leaders also work effectively with parents and carers, with many providing positive feedback about communication and care. The setting is inclusive and benefits from very effective links with schools and other professionals. This ensures that children's needs are well understood and supported.

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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 at the setting with clear enthusiasm and excitement, eager to begin their day. They are warmly and positively welcomed by staff, who take the time to check in with each child. This ensures that children feel happy, settled and ready to engage. This positive start helps children to feel valued and secure. Parents and carers speak highly of the setting, praising the approachable and caring staff, as well as the quality of the provision. They particularly value how well their children are supported and the wide variety of activities available, which cater to children's different interests and needs.

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About this setting

Children benefit from having meaningful choices throughout the day. They receive encouragement to share their ideas and preferences. This promotes a sense of ownership and confidence, as children feel their voices are heard and respected. The provision offers a well-balanced environment, with both indoor and outdoor opportunities. Indoors, children can access quieter and creative activities. While outdoors, children can be active, energetic and exploratory.

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About this setting

The outdoor area is a particular strength, featuring a trim trail, field and football pitch. Staff use these spaces to provide excellent opportunities for children's physical development and teamwork. Children are especially engaged in exploring the trim trail, balancing and climbing with enthusiasm. Staff are attentive and supportive, stepping in when needed to ensure safety. They also encourage children to persevere and have a go, helping to build their resilience and confidence.

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About this setting

Staff know children well and are skilled at recognising when they need additional support. They interact positively and adapt activities to suit individual needs, ensuring all children can participate and succeed. The setting provides a nurturing and stimulating environment, where children feel happy, supported and motivated to learn.

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Next steps

Leaders 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 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 carers 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): 2779189

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Address:

St. Marys Rc Primary School Cheltenham Road East Gloucester GL3 1HU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Atlas All-Stars Limited

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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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