S4K Camp - Pheasey Park Primary School

S4K Camp - Pheasey Park Primary School

Unique reference number (URN): 2804243 Address: Pheasey Park Farm Primary School, Wimperis Way, BIRMINGHAM, B43 7DH Type: Childcare on non-domestic premises Registered with Ofsted: 29/08/2024 Registers: EYR, CCR, VCR Registered person: S4K Surrey Ltd

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding. This puts children at significant risk of harm.

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Safeguarding standards not met

Leaders do not implement robust safer recruitment procedures. They are unclear about their legal responsibilities under the early years foundation stage. Records relating to vetting checks are incomplete and do not show who carried out Disclosure and Barring Service checks, including those on the update service. Leaders were unable to provide full recruitment records when requested. As a result, they cannot demonstrate that all required checks have been completed or verified.

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Safeguarding standards not met

Arrangements for obtaining references are not secure. Leaders are unclear about how to ensure references come from verifiable sources and how to confirm their authenticity. This means they cannot be assured that all staff are suitable to work with children.

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Safeguarding standards not met

Although staff have appropriate understanding of safeguarding procedures, weaknesses in leadership oversight significantly reduce how well children are protected.

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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 establish a positive environment, where expectations for behaviour are well understood. Staff communicate clear expectations, use gentle reminders and reinforce routines. They establish clear systems for moving safely around the school site, which children follow confidently. This creates a calm and orderly environment, where children feel secure.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children effectively during team games, encouraging them to work together to achieve shared goals. Children collaborate, take turns and show respect for one another. Staff guide children to understand fairness, including how to win and lose appropriately. This helps them to manage their emotions and develop resilience. As a result, children are enthusiastic, motivated and sustain their engagement.

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Behaviour, attitudes and establishing routines Expected standard

Staff build positive relationships with children. They listen to children and encourage them to share their ideas and experiences. Children respond by interacting confidently and forming friendships. Staff work with parents, where needed, to implement shared strategies to support children's behaviour and routines. They take account of children's ages, stages of development and individual needs. For example, by grouping younger children together and adapting expectations so all children can succeed.

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Children's welfare and wellbeing Expected standard

Leaders support children's care needs effectively. They gather information before children attend, including details about health, allergies and individual needs. This helps children to settle quickly and access the provision. Children, including those with special educational needs and/or disabilities, take part in activities alongside their peers and feel included.

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Children's welfare and wellbeing Expected standard

Staff build secure and positive relationships with children. They listen to children, encourage them to share their experiences and support them to recognise and express their feelings. As a result, children feel confident, develop emotional security and show a secure sense of wellbeing.

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Children's welfare and wellbeing Expected standard

Staff support children to develop healthy lifestyles. Children take part in regular physical activity and learn about making healthy choices, including discussions around food and exercise. Staff manage allergies carefully. They check food and work with children to raise awareness of allergies, helping them to understand the needs of others. This supports children to develop consideration for their peers and promotes a safe environment. Daily routines include a balance of active play and quieter moments, supporting children's overall wellbeing and opportunities for rest.

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Children's welfare and wellbeing Expected standard

Staff use effective systems to manage accidents and medication, ensuring records are maintained and items are stored safely. Drinking water is available. However, on occasion, it is not readily accessible in activity spaces, which means children rely on staff to provide it.

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Inclusion Expected standard

Leaders gather relevant information about children before they attend, including details about health needs, allergies and any special educational needs and/or disabilities (SEND). This supports children to settle and access the provision. Leaders engage with parents and the local authority, particularly for children accessing funded places, to help remove barriers to participation.

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Inclusion Expected standard

Children, including those with SEND and those accessing funded places, can take part alongside their peers. Leaders ensure that reasonable adjustments are made so that activities are accessible. For example, children are grouped by age and stage of development and activities are adapted to support safe and meaningful participation. This enables children to experience a sense of belonging and inclusion. However, systems to monitor and evaluate the impact of support are less well developed. Leaders rely more on children's engagement and attendance than on a clear assessment of how well support benefits the children.

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Leadership and governance Urgent improvement

Leaders do not yet demonstrate a sufficiently secure understanding of their legal responsibilities under the early years foundation stage. This has resulted in breaches of statutory requirements, particularly in relation to safer recruitment.

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Leadership and governance Urgent improvement

Leaders do not ensure that robust systems are in place to check the suitability of staff. Records relating to vetting checks are incomplete and do not evidence that Disclosure and Barring Service checks, including those on the update service, have been verified by the provider. Leaders were unable to provide full recruitment records when requested. In addition, leaders are unclear about how to obtain and verify references from legitimate sources. This means leaders cannot be assured that all staff are suitable to work with children.

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Leadership and governance Urgent improvement

Leaders' oversight is not sufficiently effective. They are not fully aware of all the systems in place and do not monitor whether requirements are being met. Their vision and self- evaluation are underdeveloped. Leaders do not routinely reflect on practice or seek the views of staff, children and parents to identify what is working well and where improvements are needed. As a result, priorities for development are not identified or focused on improving the quality and safety of provision.

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Compulsory Childcare Register requirements

This setting has not 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 not 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

Although children are happy and engaged, weaknesses in safeguarding mean that they are not fully protected. Leaders cannot demonstrate that all staff are suitable to work with children. This limits how well children are kept safe.

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

Children enjoy attending this welcoming holiday camp. They arrive happy and eager to join in with a range of sports, games and creative activities. Children are enthusiastic and motivated, working together in team games, where they encourage one another, follow rules and develop positive social skills, such as turn-taking, cooperation and respect. They show pride in their achievements and enjoy the sense of challenge and fun.

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

Children, including those with special educational needs and/or disabilities, benefit from adjustments that enable them to take part alongside their peers. They experience a sense of belonging and inclusion, accessing the same range of opportunities and activities. Younger children feel confident to participate safely and enjoy being part of the group.

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

Children experience a well-structured day that includes opportunities for both high-energy activities and quieter moments. This helps them to manage their energy levels and remain engaged. They also have regular opportunities for indoor and outdoor free play, allowing them to explore their interests and relax with their friends. Children build friendships and positive relationships. They talk confidently, share their experiences and enjoy spending time with others. They understand expectations and behave well, contributing to a calm and enjoyable environment.

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

Children benefit from being active and developing healthy habits. They take part in physical activities and learn about making healthy choices.

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Address:

Pheasey Park Farm Primary School Wimperis Way BIRMINGHAM B43 7DH

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Address:

Type: Childcare on non-domestic premises

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

take all required steps to ensure that those looking after children are suitable, including completing, recording and verifying all vetting checks 01/05/2026

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Action Completion Date

implement robust procedures for obtaining and verifying staff references, and ensure recruitment records are complete, securely stored and readily accessible 01/05/2026

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About this inspection

The inspector spoke with leaders and staff 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. Register(s): EYR, CCR, VCR

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About this inspection

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

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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