Cascade Camps at Westfield Primary School and Nursery

Nursery

Unique reference number (URN): 2765115 Address: Westfield Primary School & Nursery, Durrants Lane, Berkhamsted, HP4 3PJ Type: Childcare on non-domestic premises Registered with Ofsted: 01/12/2023 Registers: EYR, CCR, VCR Registered person: Cascade Social Enterprise 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 are calm and happy. They generally behave well because leaders have created a friendly and welcoming environment with clear routines and expectations that children understand. Staff are positive role models, treating children with kindness and respect and praising them for being helpful, trying their best and working cooperatively. As a result, children feel safe, settled and confident at the club.

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Behaviour, attitudes and establishing routines Expected standard

Children typically play well together, and older children often support younger children in a caring manner. For example, children of different ages collaborate to build a moving vehicle using construction toys. Children with special educational needs and/or disabilities and children who may face barriers to their participation and/or wellbeing are supported effectively, so they can take part fully in activities. Staff promote safe play and help children learn important skills, such as taking turns when using the bouncy castle. However, at times during larger-group activities, staff do not consistently support children in managing and regulating their emotions. As a result, some children are left without guidance to understand or work through strong feelings, which limits their opportunities to develop effective self- regulation skills.

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Behaviour, attitudes and establishing routines Expected standard

Leaders closely monitor attendance and promptly contact families and school staff if a child who is expected does not arrive. This helps ensure that children remain safe and accounted for.

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Children's welfare and wellbeing Expected standard

Children's wellbeing is typically supported through warm, responsive relationships. Leaders strive to prioritise continuity of care by allocating young children with a key person, providing a familiar and trusted adult to support attachment, confidence and a sense of belonging. However, during large-group activities, adult support in helping children to understand and manage their emotions is occasionally inconsistent. For example, children fell out during a football game and became very upset. There was limited adult intervention to support them to regulate their feelings in the moment. This can leave children feeling emotionally unsupported at key times, which can affect their sense of security and belonging. As a result, opportunities to develop secure self-regulation skills are not consistently maximised.

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Children's welfare and wellbeing Expected standard

Leaders ensure that activities, such as zorbing, bouncy castles and virtual reality experiences, are well organised and closely supervised so children can explore and enjoy them safely within a secure environment.

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Children's welfare and wellbeing Expected standard

Children are encouraged to develop healthy lifestyles through nutritious food, regular opportunities for active play and daily access to the outdoors. Mealtimes and snack routines promote independence, with children making choices and preparing their own meals. Outdoors, children take part in energetic and creative play, while staff provide attentive supervision and help them learn how to assess and manage risks safely.

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Inclusion Expected standard

Leaders have created a warm and inclusive environment where children feel happy, valued and welcomed. They work closely with parents and the school to understand children's individual needs when they first join, helping to ensure consistency between school and the club.

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Inclusion Expected standard

Staff know children well and are flexible in how they work with children with special educational needs and/or disabilities (SEND), as well as children who may face barriers to their participation or wellbeing. For example, staff provide a quiet, cosy area where children can go if they need time and space to calm themselves. As a result, children feel safe, understood and included. This helps them build confidence, develop positive relationships and take part happily in activities.

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Inclusion Expected standard

Leaders use their knowledge and experience of working with children with SEND to make sure every child feels included and can take part with confidence. Staff adapt activities to meet individual needs, for example by offering reassurance, adjusting expectations or providing quieter spaces when needed. This helps children of different ages and abilities feel comfortable, supported and successful as they play alongside their peers.

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Leadership and governance Expected standard

Leaders demonstrate commitment and effective organisation, ensuring the club runs smoothly and that children are safe and well cared for. They have a clear understanding of children and their families. Leaders use this knowledge well to make informed decisions that meet children's needs, including those of children with special educational needs and/or disabilities and those of children who may face barriers to their participation or wellbeing.

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Leadership and governance Expected standard

Leaders work closely with the school and families to secure appropriate support for vulnerable children. Parents speak positively about the club, highlighting that their children enjoy attending and are enthusiastic about the range of activities provided. Leaders place a clear emphasis on staff wellbeing, creating a supportive and inclusive working environment. Staff report that they feel valued, listened to and well supported in their roles. Induction procedures are thorough, and staff benefit from access to mandatory training and ongoing professional development. However, professional learning is not sharply focused on the specific needs of the club. It does not consistently equip staff with the skills needed to support children to regulate their emotions effectively. This limits the impact of practice in promoting children's emotional development.

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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, relaxed and settled in this welcoming after-school club. They arrive confidently, receive a warm greeting from familiar staff and quickly settle into well- established routines. Clear and consistent expectations help children feel secure and ready to enjoy their time at the club.

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

Children of different ages play together positively and build friendships beyond their school year group. Through play, they develop important social skills such as cooperation, sharing and taking turns. For example, children collaborate to build vehicles using magnetic blocks, exchanging ideas and working together successfully. Older children naturally support younger ones by explaining rules, encouraging participation and showing them how to use equipment safely.

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

Children enjoy a wide range of flexible and inclusive activities that reflect their interests and needs. They participate enthusiastically in experiences such as drawing, construction, football, zorbing, bouncy castles and virtual reality games. Having meaningful choices helps children develop independence, confidence and enjoyment in their play. This adaptable approach also supports children with special educational needs and/or disabilities, as well as children who may face barriers to their participation or wellbeing, enabling all children to take part in ways that suit their individual preferences and energy levels.

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

Leaders and staff have created an inclusive environment where children and families feel welcomed and valued. Parents are kept informed about their children's experiences at the club. As a result, children thrive in this caring club, where they feel safe, included and happy at the end of the school day.

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Next steps

Leaders should strengthen staff knowledge of how to support children to develop effective self-regulation skills. This will enable children to learn to manage their own emotions and behaviour.

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About this inspection

The inspector spoke with leaders, staff, children, parents and teachers 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.

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Address:

Westfield Primary School & Nursery Durrants Lane Berkhamsted HP4 3PJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Cascade Social Enterprise Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:30,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 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

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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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