Premier - Russell Lower

Premier - Russell Lower

Unique reference number (URN): 2768547 Address: Russell School, Queens Road, Ampthill, BEDFORD, MK45 2TD Type: Childcare on non-domestic premises Registered with Ofsted: 06/12/2023 Registers: EYR, CCR, VCR Registered person: Shirley Sports 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 Expected standard

Leaders have high expectations for both children and staff within the camp. Staff promote positive behaviour through clear rules and explanations, which children generally embrace. This is reflected in children's collaboration during team games and the respect they show to others. Staff typically form positive relationships with children. They happily join in children's play and talk to them in a friendly manner. In turn, children find staff approachable and happily tell staff about what they have been doing outside of the camp. Many children return for different camps within the host school. Leaders carefully plan staffing for the camp which reflects the existing relationships staff have with children. This helps to strengthen continuity of care and the previously established relationships.

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Behaviour, attitudes and establishing routines Expected standard

Staff promote regular routines within the camp, including those to encourage positive hygiene practices. They explain the daily timetable to children, helping them recognise the points in the day when they can make choices for themselves. Leaders ensure there is a varied timetable and range of activities offered throughout the day. Staff adapt activities and routines to help support the individual needs of children with special educational needs and/or disabilities. They put strategies in place which reflects the information gathered from parents and carers and other professionals, such as school staff. This contributes to children's ability to regulate their behaviours and their desire to engage in the activities.

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Behaviour, attitudes and establishing routines Expected standard

There are times in the day that staff do not typically organise their time effectively to allow children to transition smoothly from one activity to another. For example, children have to wait while staff clear away and set up resources for the next activity. Consequently, children do not remain occupied in enjoyable and purposeful interactions and experiences.

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Children's welfare and wellbeing Expected standard

Leaders and staff gather information from parents and carers to help them quickly identify any support needs, preferences and relevant information to help keep children safe and well. Company leaders are currently enhancing their communication with parents to help provide further information on aspects such as healthy eating and safety in the sun to help ensure all children are prepared for their time at camp. This reflects the expectations of the amount of time spent outside and levels of physical activity children are engaged in.

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Children's welfare and wellbeing Expected standard

Staff are generally receptive to children's moods and levels of energy. They provide quieter spaces to allow children time to relax and regulate their emotions. Younger children enjoy the choice for free-play, allowing them time to play with their friends before joining more structured activities again. This contributes to children's resilience and positive moods.

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Children's welfare and wellbeing Expected standard

Leaders make sure children are supervised during snack and lunch times. Staff support children to learn about portion control. For example, children select items from their food brought from home for their snack. Staff encourage them to think about the most appropriate items for snack and remind them to save food for their lunch or late afternoon snack. This helps children adopt positive attitudes to their diet. Leaders do not ensure that children are able to freely interact with their peers during snack and mealtimes. For example, children sit in rows and watch a film while they eat. This impacts children's continuing development of social and communication skills.

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Inclusion Expected standard

Leaders and staff gather information from parents and carers when their children first attend the camp. This helps staff understand the needs of children, particularly those with special educational needs and/or disabilities. As a result, staff generally give appropriate support and use familiar strategies to help ensure all children are able to join in at a level they feel comfortable with. For example, during a game similar to 'stuck in the mud', some children do not want to be chased. They ask if they can 'rescue' their friends who are stuck without being caught themselves. This enables them to join in without feeling anxious. Some staff know children who attend the host school. In such cases, staff share their more detailed knowledge and experience with the whole team. This helps to provide continuity around expectations and ways to maintain positive engagement with individual children.

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Inclusion Expected standard

Staff generally interact well with children. Staff typically offer reassurance and encouragement when children seem unsure about a task or activity. They find different ways to explain instructions, such as demonstrating or changing their words. This is not yet consistently effective. As a result, not all children build a greater understanding about what they are making or are about to do.

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Leadership and governance Expected standard

Leaders ensure all staff are suitable for their roles and that they receive ongoing supervision and training throughout their employment with the provider. Staff comment that they enjoy the flexibility to access short videos, discussions and online training to help enhance their knowledge and understanding. Leaders provide professional development in a variety of ways, allowing access to information at different times, helping to support staff's positive wellbeing and workload. Leaders do not consistently ensure staff access the most relevant coaching and training for their needs. For example, not all staff have a deep understanding of how to further support the youngest children, particularly during craft activities. Some children are unsure of what they are making and struggle to follow complex instructions. In turn, they are less able to use their creativity and imagination to help them complete the

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Leadership and governance Expected standard

Leaders regularly review documents and reports, including those relating to accidents and attendance. Although attendance is not compulsory, leaders follow up any unexpected absences, helping to demonstrate their commitment to children's welfare. Leaders ensure policies and procedures effectively aid staff to keep children safe and well-cared for in the camp. Leaders maintain positive professional relationships with staff in the host school, in addition to other relevant professionals, parents and carers. Through these relationships, leaders gain insight to the culture of the school and local community to help shape camp activities and support all children, including those with special educational needs and/or disabilities.

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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 have fun at the holiday camp. They are curious to find out about activities they may not have tried before. For example, children listen carefully to learn how to hold a bow and shoot suction arrows during an archery session. Staff support the youngest children by showing them how to position their fingers and hands. In turn, children are pleased with their attempts to hit the target. Children make choices during the day about which activity they would like to join in. Younger children confidently join teams of older children for some of the activities, helping to promote friendship and cooperation. For example, children run on the

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Address:

Russell School, Queens Road school field and search the playground to find coloured cones for their team during a scavenger hunt. They work with their team mates to find the cones and triumphantly call out when they have collected all of the ones relating to their team colour.

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Address:

Children interact well with staff. They seek comfort and reassurance from staff if they need to, such as when they are worried or tired. In turn, children feel safe and secure throughout the day. Children understand that there are rules in place to help to keep them safe. For example they know they need to wait until they are told to collect their arrows. Children respond well to the gentle reminders given by staff, demonstrating the typically positive behaviour children display. This contributes to the respectful and harmonious environment.

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Next steps

Leaders should review and adapt the arrangements during snack and lunch times to promote greater social interaction between children and with staff. Leaders should ensure children remain engaged in stimulating and enjoyable activity during times of transitions when they wait between key activities. Leaders should enhance staff's professional development to help them successfully support all children during activities, to enable all children to join in at a level suitable for their age and stage of development.

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About this inspection

The inspector spoke with leaders, staff, children and a small number of parents 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. Ampthill BEDFORD MK45 2TD Type: Childcare on non-domestic premises

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About this inspection

Registered person: Shirley Sports Limited

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About this inspection

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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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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