JC Sports Holiday Camp at Berewood Primary School

School

Unique reference number (URN): 2780125 Address: Berewood Primary School, Kentidge Way, Waterlooville, PO7 3BE Type: Childcare on non-domestic premises Registered with Ofsted: 09/02/2024 Registers: EYR, CCR, VCR Registered person: JC Sports Online 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

Staff nurture relationships with children from the outset. Attachments are rooted in positive behaviour and trust. Staff consistently remind children about the high expectations for behaviour while celebrating what each individual child can do. For example, staff challenge children to try different skills and offer consistent praise for doing so. Staff ensure that everyone is listening and can hear instructions by reminding children they must raise their hands to contribute. These expectations and relationships are highly impactful. They help to create a social environment, where all children are able to try their very best while also supporting their attendance.

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Behaviour, attitudes and establishing routines Strong standard

Staff consistently encourage children to challenge themselves during activities. For instance, staff ask children to make thoughtful choices about the equipment they might use to create an obstacle course. When children decide to use skipping ropes on the ground to act as a balance beam, staff are quick to praise them for their creativity. This motivates children to challenge themselves while keeping activities accessible for children who might need further support. Staff encourage children to work together, for example, when thinking about the best way of helping their peers during a treasure hunt. This encourages teamwork and thinking skills through play.

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Children's welfare and wellbeing Strong standard

There are robust procedures in place to support the safety and health of all children. For example, staff ask parents and carers to provide detailed information about their children's care needs before they start. Additionally, staff complete frequent risk assessments of the areas where children play to ensure all equipment is safe and fit for purpose. This ensures children can safely access all activities. Staff also ensure the personal care needs of children are met with thought and attention. They swiftly communicate any concerns to parents. Staff help children gain a secure understanding of what keeps them healthy. For example, staff promote healthy eating and make sure children drink plenty of water. Children understand key health messages. For instance, they recite the rules that no nuts are allowed in lunch boxes to keep everyone safe.

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Children's welfare and wellbeing Strong standard

Staff are passionate about their roles and provide excellent sports coaching for all children, including those with special educational needs and/or disabilities. Leaders also provide calm activities, such as arts and crafts. Staff sit with children, who are playing or chatting at tables. They encourage participation in table games while helping to facilitate conversation among children. A nominated key person works closely with the youngest children to ensure they can access activities and enjoy their time with their peers.

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Inclusion Strong standard

Staff have high expectations for all children, including those with special educational needs and/or disabilities (SEND). Staff take time to build supportive and trusting relationships with children. This enables children with SEND to access all activities, develop confidence and to show their friends what they know and can do. Leaders source staff training from experts in SEND to further enhance the inclusive experiences of all children. Leaders also hold briefings with staff to discuss the needs of children with SEND. This allows for adaptations to games and activities to be planned in advance. As a result, all children, including the very youngest and those with SEND, are fully included in the club activities.

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Inclusion Strong standard

Staff collaborate closely with families and school staff to identify and assess individual needs, ensuring that children who require additional support thrive at the club. Staff's dedication to this inclusive support has consistently improved children's confidence over time. For example, children with speech and language needs communicate their preferences well at the club. Staff provide children with calming areas, support them to regulate their emotions and help them re-join the group. As a result, barriers to participation are overcome, children's behaviour is excellent and their attitudes towards one another are exemplary.

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Leadership and governance Strong standard

Leaders offer plenty of opportunities for staff training and professional development. Leaders hold regular meetings with staff that celebrate their personal strengths. Leaders offer personalised training plans that explore and track areas for staff's development. Consequently, morale and wellbeing are very high and staff retention is secure.

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Leadership and governance Strong standard

Partnerships with parents and carers are solid. Parents are positive about the club and what it offers their children. Parents praise staff for their communication and the range of accessible activities that they offer. Leaders gather children's feedback after every session through child-friendly questionnaires. These questionnaires also help children to talk to their families about what they have done each day. This supports parents to immediately celebrate their children's achievements and positive experiences.

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Leadership and governance Strong standard

Leaders have a clear vision about future areas for development. For example, following recent training around special educational needs and/or disabilities, staff have improved their understanding of how to support children with a diverse range of needs. Leaders now wish to extend these training opportunities further to several other specialist fields. Leaders identify examples of strong inclusion practice within their team. For example, they praise staff for the nurturing relationships they build with children. In addition, leaders are quick to consider adaptations to strengthen practice further, for example, by ensuring all children are present to celebrate the achievements of their peers.

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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 eagerly get involved in engaging activities that staff lead with care and attention. Children listen carefully and pay attention to staff, for example, when staff model the sports they want children to learn. This ensures children develop the physical skills they need to access the sports and games available. Staff talk to children about the activities on offer at the start of each day. Children confidently contribute to group discussions. For example, staff allow time for children to ask questions about the plan for the day. This helps children to develop a positive 'can-do' attitude towards the day ahead. In addition, the morning briefings help children develop a clear understanding of the rules and how to keep themselves safe. For example, children know the importance of staying within sight of an adult and recite, 'If you can't see blue, we can't see you!', referring to the colour of sports kit worn by staff.

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

There is a clear bond of trust between adults and the children they support. These relationships motivate children to try their best and participate fully. Children show they are willing to have a go during their play, for example, by trying different ways to complete an obstacle course. All children, including those with special educational needs and/or disabilities (SEND), show they feel safe and supported. For example, children seek reassurance, where needed, as they wait their turn in a game. Staff create an enriching environment for children to develop their social skills with their peers. Children with SEND maintain extended periods of focus and are confident around new people. The youngest children are fully immersed in all activities and show high levels of confidence. They interact positively with older children, who role mode positive behaviour and attitudes.

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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 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 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. David Watkins

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Address:

Berewood Primary School Kentidge Way Waterlooville PO7 3BE

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 16:30,Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 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

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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