PH Camps - New Horizons Primary School

PH Camps - New Horizons Primary School

Unique reference number (URN): 2785697 Address: New Horizons Primary School, Portchester Road, Portsmouth, PO2 7JB Type: Childcare on non-domestic premises Registered with Ofsted: 27/03/2024 Registers: EYR, CCR, VCR Registered person: PH Camps 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

Children behave extremely well. They have an incredible understanding of the rules and expectations. Children fully engage in the activities on offer and play nicely alongside each other, showing kindness and respect. For example, they initiate play themes and include everyone. Children share the toys and take it in turns when playing group games. Leaders gain children's attention with ease. When asked to stop, children do this immediately and all their focus is on staff. Children follow instructions carefully. For instance, when asked, children tidy their toys away and line up sensibly, waiting to move on to the next activity. Children have respect for staff, who have a sense of authority. Staff vigorously follow the behaviour policy, which they share with parents and carers. They promote positive behaviour and manage any challenges promptly.

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Behaviour, attitudes and establishing routines Strong standard

Staff have built a well-established routine that children know and follow very well. When children arrive at the setting, they know that they register and put their belongings away before joining in with the activities on offer. Staff visually make the timetable of the day available for children. This helps children, particularly those with specific needs, know what is happening now and next. Staff plan activities that encourage children to socialise, communicate and work together. For example, during an arts and crafts activity, children create a picture together using a range of materials. Children have a positive attitude to attending this holiday club and the activities that are on offer. They have fun and ask their parents if they can come every day.

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Behaviour, attitudes and establishing routines Strong standard

Staff register children on arrival on an online platform. Staff constantly check the number of children, as they transition to and from each activity. When children do not attend, staff phone their parents to see where children are and check on their welfare. Leaders encourage punctuality when parents are collecting their child and implement a late fee.

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Inclusion Strong standard

Staff carefully gain information about the children to ensure they meet their needs, such as children with special educational needs and/or disabilities (SEND). Leaders then work closely with the families to ensure they are fully equipped to support these children, ensuring their safety. For instance, staff find out how they can support children to attend, what triggers may stop them enjoying themselves and what they can do to ensure their safety. The club has access to support from a SEND and Inclusion team. These professionals have expert knowledge to equip staff with the strategies and tools they need to meet children's specific needs. All children feel very safe and secure in this very inclusive environment.

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Inclusion Strong standard

Leaders put a sharp focus on supporting families and children with SEND, as well as those who have barriers to their engagement. They provide specific and relevant training for all staff, when caring for these children. This is very noticeable as staff confidently manage the range of children's needs well. Staff have excellent knowledge of how to identify children's needs. They also manage any difficulties in children's behaviour to ensure all children feel happy and safe. For example, staff adapt activities, when needed, or provide a safe space

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Expected standard

for children to go to when they need to regulate their emotions. All children take part in the activities on offer and feel valued within the holiday club.

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Leadership and governance Strong standard

The leadership team consists of many leaders with different expertise to fully support all staff. For example, there is a staff development team to lead relevant training and observe practice. This consistently brings improvement in practice. Leaders are fully aware of the setting's strengths, which is how they manage behaviour. Staff have previously had training on this and most regularly use the skills they have learned. Leaders have a high focus on ensuring an inclusive setting for all. They have been developing staff's knowledge and skills on managing children with special educational needs and/or disabilities. Staff highlighted they wanted this training and leaders ensured they provided high-quality and face-to-face training.

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Leadership and governance Strong standard

Leaders continuously review policies, procedures and risk assessments to ensure the best for all children. They follow an in-depth safer recruitment process, which is then followed by a robust induction process. This ensures staff are extremely prepared for working within the company. Staff have regular meetings with their operations managers. During these meetings, they can discuss their wellbeing, concerns and seek support. Staff enjoy working for this company and feel supported in their role. Staff have built an excellent rapport with families and communicate with them well. Parents and carers happily drop their child off at the holiday club.

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Children's welfare and wellbeing Expected standard

Leaders support children's welfare and wellbeing. Staff make sure the setting is safe and secure before children arrive. They know children well and work hard to meet their individual needs, such as when children struggle with the noise levels. Children show they feel very content about attending the setting. Children happily leave their parents and carers and join in with the activities provided. Staff engage in meaningful conversations with children throughout the day, wanting to know more about them. They form excellent relationships with all children. Children express their emotions and manage them well, which shows they feel secure in the setting. For example, children sometimes show frustration during team games but overcome this to work together with their peers. Staff follow an approach that caters for children's holistic development. This promotes children's achievements and how they should be proud of themselves. Children are growing in confidence and show high

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Children's welfare and wellbeing Expected standard

Staff promote healthy food choices. For example, children know they must have a fruit or vegetable at snack time. Staff hold conversations with children on what makes it a fruit or a vegetable. Children understand the importance of eating healthy food and having a balanced diet. They have regular access to outdoor play in a secure area off their main room. Children enjoy using the space to get fresh air and take part in exercise. For example, children play football and create an obstacle course. They prove their ability to move in a range of ways, manage risks and have excellent gross motor skills. Staff encourage teamwork and building on children's social skills. All children participate in a range of team games, including hockey, dodgeball and football. Children work together well and support each other. They praise each other and show pride in themselves. Children enjoy the access to physical activity.

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Children's welfare and wellbeing Expected standard

Children look for support and reassurance from staff, who encourage them to be independent. Staff encourage children to follow healthy routines, such as staying hydrated. While positive hygiene practices are in place, staff instruct children, rather than support them to make those decisions by themselves. Therefore, children do not independently manage their own hygiene practices.

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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 enter the holiday club and are quick to play with their friends. There are a range of activities on offer, which allow children to socialise, such as board games. Staff are on hand to support and guide new children. Staff know children well and have built solid relationships with them. For example, staff ask them about their weekend and show a lot of interest in what the children tell them. Staff also remember key facts about children, which shows children they are fully invested in their wellbeing. Staff take particular care of children, who do not know the others. They play alongside them to build their confidence. Children show they are happy and safe in this setting and with staff.

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

Staff have established a routine during the holiday provision, which children show they appreciate. They write up the plan for the day, which helps all children, particularly those who have barriers in their learning, to know what is happening next. For example, the plan consists of the activities in order and the time they are happening. Children enjoy the stimulating activities on offer and show high levels of engagement. Staff plan adult-led activities, such as dance and arts and crafts. They also give children opportunities to initiate their own play. For example, children have free-play time when they arrive and during outdoor play after snack time. Children relish the opportunities on offer. There is much laughter and enjoyment had by all. Children say how much they love the holiday club and want to return.

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

Staff promote teamwork. They plan team games that encourage supporting one another. For example, children play dodgeball in mixed-age teams. Staff also model how to work as a team and explain the importance of this. Children respond well to each other. They cheer one another on and help them to achieve. Children are proud of their achievements. They have respect for one another and build very positive friendships.

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Next steps

Leaders should continue to support staff to help children to become highly independent in managing their hygiene practices.

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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

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Address:

New Horizons Primary School Portchester Road Portsmouth PO2 7JB

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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 - 17:30

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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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4 to 11

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.

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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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