Sporting Influence Activity Camps

Sporting Influence Activity Camps

Unique reference number (URN): 2786768 Address: Ashville College, Green Lane, Harrogate, HG2 9JP Type: Childcare on non-domestic premises Registered with Ofsted: 14/06/2024 Registers: EYR, CCR, VCR Registered person: Sporting Influence Limited

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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's behaviour is excellent. Staff prioritise their emotional wellbeing and provide a harmonious and respectful environment. This helps children to thrive and develop very good personal, social and emotional skills. Staff have high expectations for every child. They consistently model the values of the camp and provide children with praise and examples of when they have achieved this. For example, young children hold the door for their friends. Staff offer praise and remind them that this is an excellent way to achieve their kindness wristband. This helps all children to recognise their strengths, regardless of their sporting abilities, and they develop life skills, such as determination and communication.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate positive attitudes to learning and staff ensure their voices are heard and respected. For example, children make choices about the activities they participate in for the day. They are keen and eager to participate in games and craft activities and listen carefully as staff share instructions for play. Staff support children with structured routines around these activities, which help them to feel secure. For example, children have one manager who is their key person for the day, and they use a base classroom. This ensures they know how to access their belongings and they have a specific person, who is responsible for their care. Leaders and staff follow procedures to promote regular attendance at the camp. They make calls to families if children do not arrive when expected, to check on children's welfare.

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Children's welfare and wellbeing Expected standard

Leaders and managers develop policies and procedures that promote children's safety and wellbeing. For example, they have reflected on how families drop off and collect children and considered the safest way for them to do this. Children are aware of how to keep themselves safe and know to walk in the lines with their group, when they move from their base room to their next activity. Staff complete regular head counts, however, they do not consistently request an assistant team member to support them when taking larger numbers of children. On occasion, staff do not implement procedures to ensure children are always supervised to the highest standards, as expected by the organisation.

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Children's welfare and wellbeing Expected standard

Children attend the camp from 4 years old and show increasing levels of independence. Staff support them to develop healthy habits for their future. For instance, children take part in a wide range of physical activities during their day. This includes martial arts, dance, swimming and ball games. Staff support children to develop resilience and help them to develop new skills. For instance, children use the monkey bars and develop their physical strength. Staff show them how to do this, and they keep trying until they get to the end. Children are aware of the importance of bringing their drinks to the activities and know to wear their sun hats. In addition, leaders provide families with information for healthy options for their packed lunches. Staff check for items that could be risky to children, such as whole grapes, and they are aware of any allergies children have.

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Inclusion Expected standard

Leaders swiftly identify children's individual needs before they start the camp. They provide staff with support and information so they can make necessary adaptations and plans for children. For example, children who are new to the camp settle in quickly as managers carefully consider which group they are assigned to and ensure there are familiar faces for them. There are risk assessments in place, which staff use to support children with any medical needs to ensure their safety during physical activities.

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Inclusion Expected standard

Leaders of the organisation work in partnership with other agencies to support disadvantaged children and families. For example, some children are provided with funded places so they can attend the camp during the holidays. Children benefit from spending time with nurturing, kind and experienced staff members, who understand how to meet their individual needs. For instance, managers receive specific training in how to support children with special educational needs and/or disabilities. Leaders are working towards providing all staff with specialist training to help them promote inclusion to a consistently high standard.

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Leadership and governance Expected standard

Leaders and managers of the organisation have excellent oversight of how well the staff and provision meets children's needs. They continuously reflect on and evaluate practice and look for ways to improve. This helps the day run smoothly and staff provide exciting, interesting experiences for children. For example, briefings are held each morning to ensure staff know which children are due to attend, risk assessments are discussed and any specific information is shared to help staff meet children's needs. However, staff need further support to implement procedures during transition times to maintain high levels of supervision and support for children.

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Leadership and governance Expected standard

The staff team is highly experienced and well qualified; they are excellent role models for the apprentices and assistants in the camp. Leaders invest in the staff team and promote their wellbeing. Staff say they receive appropriate training and thoroughly enjoy their experiences here. Apprentices and assistants are knowledgeable about how to keep children safe and are supported to develop their skills for the future. Children benefit from high levels of security at the camp. Families receive a code and staff know who is authorised to collect children. Leaders ensure that any areas that children use are closed to the public, such as the swimming pool.

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Leadership and governance Expected standard

Leaders and managers maintain highly effective partnerships with other professionals in school and in the community. They take part in fundraising activities and community initiatives that support children's wellbeing and help them to attend the camp.

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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 arrive excited to come into the camp during their school holiday. It operates within the extensive grounds of a large education campus and provides children with the opportunity to learn and develop new skills through sporting activities. Staff greet children warmly and take them to the hall, where children meet others in their group. Children show confidence from the start of the day and begin to use their social skills to form new friendships. Children who are newer or a little shy, benefit from staff who are close by to offer reassurance. This helps to tackle any barriers to learning and ensures all children feel

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Address:

Ashville College Green Lane Harrogate HG2 9JP safe. Children benefit from robust procedures that help staff identify their individual needs before they attend the camp. Parents provide information about children's likes, dislikes, needs and preferences. Leaders use this information to ensure all children are kept safe and feel included at the camp.

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Address:

Children take part in a wide range of activities, which broaden their experiences and teach them valuable life skills. For example, younger children choose to attend the dance session, where they mix with older children. They show excellent awareness of how to get to the session safely and follow the rules and boundaries set clearly by staff. Older children are kind and helpful towards younger children and leaders adapt the session to ensure all children can participate fully. Children talk confidently about the values that staff consistently promote. They know what it means to be kind and can provide examples of how they will try to achieve this during their day.

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Next steps

Leaders should help staff to consistently implement procedures that promote children's safety, specifically during transition times.

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About this inspection

The inspector spoke with children, parents, leaders, practitioners, the special educational needs coordinator and the designated safeguarding leader 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. Type: Childcare on non-domestic premises

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About this inspection

Registered person: Sporting Influence Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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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