S4K Camp - St Joseph's and St Theresa's Primary School

School

Unique reference number (URN): 2804285 Address: St. Joseph & St. Theresa Rc Primary School, High Street, Chasetown, Burntwood, WS7 3XL 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 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 generally behave well within the club and show a positive attitude towards the club. Each session begins with a debrief, where staff and children discuss the expectations in the club. This helps to reinforce consistent boundaries. Children are clear about routines and understand what is expected of them, which supports their sense of security and belonging within the setting.

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Behaviour, attitudes and establishing routines Expected standard

Staff know children well and are able to recognise potential behaviour triggers. They use a range of appropriate strategies to support children effectively. This helps to prevent escalation and promote positive behaviour. Leaders have established a key-person system, enabling staff to build positive and trusting relationships with the children in their care. This contributes to children feeling valued and understood.

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Behaviour, attitudes and establishing routines Expected standard

Children are encouraged to participate in activities, take turns and interact positively with others. Staff promote opportunities for teamwork, helping children to develop social skills and cooperation. Staff use praise appropriately to reinforce positive behaviour and acknowledge children's efforts and achievements. Leaders have implemented a clear policy for attendance, which supports consistent routines and expectations. Overall, the approaches used by staff and leaders contribute to a calm and orderly environment.

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Children's welfare and wellbeing Expected standard

Staff know children well as individuals and provide appropriate support to meet their needs. They take time to talk with children and help them to recognise and manage their emotions effectively. For example, when children arrive at the club feeling sad, staff speak with them sensitively, ask what activity they would like to do and encourage them to interact with their peers. This support helps children to feel reassured and enables them to engage positively in the club. Staff encourage children to develop their independence in daily routines. Children manage tasks, such as handwashing and preparing for mealtimes, with increasing confidence. They follow established routines well. This supports children's understanding of expectations and promotes positive hygiene practices. Mealtimes are organised well and provide opportunities for children to make choices and develop social skills.

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Children's welfare and wellbeing Expected standard

Children show an understanding of healthy lifestyles and are beginning to make appropriate choices. Leaders have taken steps to inform parents and carers about providing healthy lunch boxes, helping to promote consistency between home and the setting. However, this remains an area for further development to ensure all children have access to balanced and nutritious options. Overall, the provision supports children's welfare and wellbeing appropriately.

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Inclusion Expected standard

Leaders and staff show a commitment to inclusive practice across the setting. They gather relevant information from parents and carers before children join. This helps staff to develop an understanding of each child's individual needs. Staff use this information to make appropriate adaptations. They consider possible triggers and introduce strategies to support children's engagement, wellbeing and development. Leaders have recently taken steps to ensure that staff have access to training linked to special educational needs and/or disabilities (SEND). They recognise this as an area for ongoing development and continue to build staff's knowledge and confidence over time.

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Inclusion Expected standard

Staff plan provision to meet the needs of children across different age groups. They make suitable use of the environment, allowing even the youngest children to access spaces and resources that support their development. Leaders have established links with school leaders, which helps to support some continuity of care and learning for children attending the club. However, they have not consistently developed links with the school staff, such as special educational needs and/or disabilities coordinators, to strengthen information-sharing. This does not promote greater consistency in support for children with SEND.

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Leadership and governance Expected standard

Leaders have an appropriate understanding of the strengths of the club and the areas that require further development. They use this awareness to maintain suitable standards and identify priorities for improvement. Induction procedures are in place to support new staff. This helps them to become familiar with their roles and responsibilities. Staff complete required statutory training and, more recently, have had access to additional training opportunities to further develop their knowledge and practice.

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Leadership and governance Expected standard

There are consistent policies in place, which all staff access to to guide their work. Leaders maintain records of staff qualifications, training and Disclosure and Barring Service checks. This helps to ensure that staff are suitably vetted and qualified.

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Leadership and governance Expected standard

Staff attend training prior to each camp, which helps to refresh their understanding of policies and procedures. This also supports them in preparing to meet the needs of children of different ages and with varying needs. Leaders are increasingly focusing training on special educational needs and/or disabilities, to strengthen staff's knowledge and ability to support children with additional needs effectively. Leaders have introduced strategies to support staff's wellbeing and manage workload, contributing to a positive working environment. Overall, leadership and management are effective at maintaining appropriate standards.

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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 are happy and settled within the club. They receive a warm welcome from staff, who greet them with a smile and create a positive and friendly atmosphere. Staff interactions are supportive and encouraging, which helps children to feel comfortable and valued. As a result, children arrive confidently and engage well in the activities on offer.

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

Children of different ages interact positively with one another. They play cooperatively, show consideration for others and demonstrate inclusive behaviours. Older children act as positive role models for younger children, offering guidance, encouragement and support during their play. For example, they help younger children to understand rules of games, take turns and share resources. This contributes to a calm and respectful environment, where all children feel included and supported.

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

During team activities, such as an Easter egg hunt, children participate enthusiastically. They work together, support one another and show enjoyment in shared experiences. These opportunities help to promote teamwork, communication and social development. Parents and carers speak positively about the provision. They value the approachable nature of the staff and highlight the supportive and positive environment that is created for their children. This contributes to effective partnerships between staff and families.

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

There are clear procedures in place for registration, which staff follow consistently. These processes help to ensure that children are accounted for at all times. Leaders and staff also give appropriate attention to the security and safety of the site, helping to maintain a safe environment for children to play and relax. Overall, the provision offers a welcoming and organised environment, where children feel secure and enjoy their time.

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Next steps

Leaders should further develop links with the school staff to strengthen information- sharing and promote greater consistency in support for children with special educational needs and/or disabilities. Leaders should further promote healthy eating in partnership with parents to ensure children consistently have access to healthy and nutritious food options.

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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

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Address:

St. Joseph & St. Theresa Rc Primary School High Street, Chasetown Burntwood WS7 3XL

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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 - 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 15

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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