Wivelsfield Holiday Camps

Wivelsfield Holiday Camps

Unique reference number (URN): 2745951 Address: Wivelsfield School, South Road, Wivelsfield Green, Haywards Heath, RH17 7QN Type: Childcare on non-domestic premises Registered with Ofsted: 20/10/2023 Registers: EYR, CCR, VCR Registered person: Sinclair, Bryony

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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

Children's behaviour and attitudes are positive. Leaders set high expectations and children show that they understand and respect routines and expectations. Children demonstrate this well as they chop, mix and prepare their pastries during cooking activities. Once they have finished their cooking, they put their aprons away, line up and walk to the toilets to wash their hands. They do this with glee and are excited to engage in their next activity. Any incidents of minor unwanted behaviour are dealt with quickly and effectively, with gentle reminders to use 'kind words', for instance.

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Behaviour, attitudes and establishing routines Expected standard

Children enjoy games throughout the day, as they learn to collaborate and interact with each other. Leaders ensure that there are plenty of staff available to support younger children and those with special educational needs and/or disabilities, so that they can join in. Children form positive relationships with each other. Younger children enjoy being helped by older children and following their example. Children have warm and positive relationships with staff. At snack and mealtimes, children help themselves to healthy options and interact together at tables.

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Children's welfare and wellbeing Expected standard

Children enjoy playing and learning new skills at the holiday club. Leaders and staff create a welcoming, inclusive and safe environment. As children arrive, they happily gather outside before being divided into smaller groups. Leaders prioritise outdoor play and active learning while promoting positive messages around healthy eating and exercise. For example, the structured activities are cooking, sports and forest school. This supports children to understand why eating healthily and exercising is beneficial for them. Staff ensure that cooking activities are safe and appropriate for younger children by providing safe equipment and supporting those who need extra help, for example. Children are supported to engage in sports activities while they learn to take turns, and practice ball skills.

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Children's welfare and wellbeing Expected standard

Leaders ensure that snack and mealtimes provide opportunities for children to be independent and to practise their social skills. Children of different ages join together for these relaxed times and interact with each other, developing their social and life skills. All children, including those with special educational needs and/or disabilities and who may be disadvantaged, show that they feel a sense of belonging and are valued. Staff interact well with children and develop positive relationships that support children to engage in the activities and with each other. Any disagreements are well managed, and children show that they understand how to share and play together.

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Inclusion Expected standard

All children are welcomed and valued at the holiday club. Children are supported to access all activities on offer, including preparing food for cooking. For example, all children help to chop vegetables and grate cheese to prepare meals.

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Needs attention

The setting provides an inclusive, fun environment that supports all children. Leaders prioritise high staff ratios to ensure that all children are supported to access the activities on offer. Children with special educational needs and/or disabilities (SEND) are identified and supported to access the exciting activities. Needs are assessed and adjustments made, with staff closely on hand to support children to engage and learn new skills. For example, different equipment is offered and ingredients are pre-measured to support children's individual needs. Activities are chosen and monitored so that all children can thrive in this environment.

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Needs attention

Leaders and staff communicate well with families to ensure that children can thrive during their time at the holiday club. All children have fun, engage well throughout the day and show high levels of respect for staff, the setting and each other. This includes children with SEND and those who are disadvantaged. Staff show that they understand how to support the inclusion of all children because more senior staff members model good practice and support less-experienced members to help children feel included.

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Leadership and governance Needs attention

Staff have access to some training. However, this is not consistent or targeted incisively. Leaders have not established induction and training programmes that ensure all staff are well equipped to carry out their roles. However, staff are deployed appropriately, generally interact well and understand how to support children to manage the routines of the day. Staff also understand how to promote the priorities of the setting and how to support children to have fun, be safe and to have some freedom.

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Leadership and governance Needs attention

Leaders have structured the day well, so that children are supported as they access the different activities. This includes staff being available for children who need extra support and those who wish to step out of the structured activities to rest, for instance. Leaders understand the strengths of the setting and ensure that activities are prioritised to support children to learn new skills to help them engage in a healthy lifestyle. Staff understand how to support children in sports activities and children's physical development is encouraged. Staff show that they feel valued and that their workload is manageable.

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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 happily access activities as they play together in this inviting holiday club. Leaders prioritise time outside and offer activities, such as sports and cooking. Messages about healthy eating are promoted through modelling positive practices and through the activities on offer. Children delight in joining in with the main activities through the day. Adjustments are made to help all children access the activities. For example, equipment is changed or adapted or a higher level of adult support is offered, as needed. All children are welcomed, valued and encouraged to engage in all activities.

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About this setting

Children enjoy the balance of structured activities and freedom to explore and play in the fields and nature. They have opportunities to learn new skills in each of the activities. For example, in sports sessions, children practise rolling, stopping, throwing and balancing balls. Children are encouraged to join in physical games with each other. This has a positive effect on their wellbeing and development.

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About this setting

Children form positive relationships with each other and with staff at the setting. Children are reminded of the expectations of the setting as they arrive each morning. Older children and staff model positive behaviour to help younger children show that they understand expectations. Behaviour and attitudes are positive and children are happy. They spend their day cooking, playing games and engaging in forest school activities, such as exploring the mud kitchen, playing with sticks or making crafts, such as bird feeders.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare Register and Ofsted intends to take enforcement action.

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Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following action by the assigned date:

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Action Completion Date

ensure that all staff receive appropriate induction training and professional development to help them understand and fulfil their roles and responsibilities 01/06/2026

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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, know as the early years foundation stage. Unique reference number (URN): 2745951

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Address:

Wivelsfield School South Road, Wivelsfield Green Haywards Heath RH17 7QN

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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 - 15:00

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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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