Bessacarr Primary School @ Activ8 Camps Ltd

Bessacarr Primary School @ Activ8 Camps Ltd

Unique reference number (URN): 2814475 Address: Bessacarr Primary School, Ellers Avenue, Doncaster, DN4 7DT Type: Childcare on non-domestic premises Registered with Ofsted: 07/11/2024 Registers: EYR, CCR, VCR Registered person: Activ8 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 Expected standard

Leaders have established a positive environment, which supports children to thrive. Children have positive attitudes to their play. They are excited and eager to play together in the outside space. Relationships between children and staff are warm, nurturing and respectful. Children treat others with kindness, care and respect. They chat and listen to one another as they play games together. The youngest children play well together, taking turns as they jump in and out of the hoops outside. Children generally listen to adults and typically behave well. However, on some occasions, adults do not always gain children's attention effectively when talking to the group. This means that children do not always follow the instructions the adults have provided. Staff do not always use consistent strategies to gain children's attention. As a result, children carry on talking and playing when tidying up and lining up to

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Behaviour, attitudes and establishing routines Expected standard

go outside. Leaders step in and provide additional support. They model effective strategies, for example playing 'follow my leader'.

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Behaviour, attitudes and establishing routines Expected standard

Staff provide effective support for individual children with special educational needs and/or disabilities. For instance, staff give instructions using simple language. This helps children to understand and manage their feelings and emotions.

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Children's welfare and wellbeing Expected standard

Leaders and staff create a safe and welcoming space. They recognise the importance of supporting children to develop good mental health and positive wellbeing. They use children's interests to provide suitable, engaging activities. For example, children enjoy building with LEGO and colouring activities linked to their current topic in school. Staff link closely with the school reception teachers. This helps to inform the activities they provide.

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Children's welfare and wellbeing Expected standard

Leaders and staff take time to explain things to children in a way that they will understand. This supports all children to develop self-regulation, understanding and empathy. Children feel that they belong. Policies are generally implemented well across the setting and practitioners teach children about some aspects of how to keep themselves healthy and safe. For example, children are learning about the importance of exercise and a healthy diet. However, leaders acknowledge that staff do not fully support children to develop a deep understanding of some topics, such as water and online safety, and have identified this as an area for further work.

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Children's welfare and wellbeing Expected standard

All children are independent. They confidently access the range of provision available in both the inside and outside space. Staff are highly responsive to the needs of individual children, including children with special educational needs and/or disabilities. Children have access to fidget toys to help them regulate and manage their emotions. This helps children to feel calm and comfortable. Staff are positive role models; they actively join in with children's play and are welcomed into play by the children.

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Inclusion Expected standard

Leaders are passionate about providing inclusive care for all children. This means that every child feels included and welcomed. This inclusive approach ensures that all children feel a sense of belonging. Leaders and staff look to support, understand and remove any barriers children may face.

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Inclusion Expected standard

Leaders gather key information about the children from their families. This helps staff to understand and support children's individual needs and preferences. Staff take time getting to know the children. There are effective partnerships with the local on-site primary school. Staff meet regularly with the school staff to discuss support for individual children. This collaborative approach ensures that children receive coordinated and consistent support. Staff use effective strategies to support children with special educational needs and/or disabilities (SEND), adapting their interactions and communication style. For example, they use short sentences and simple language.

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Inclusion Expected standard

All children enjoy a range of activities the provision has to offer. Staff provide resources that take into account the needs of children with SEND, for example fidget toys are available. This helps children to relax, manage and regulate their emotions. Leaders identify training designed to upskill and support staff in their roles. For instance, staff have recently completed training delivered by the local sensory team.

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Leadership and governance Expected standard

Leaders understand the setting's context well and have a clear vision. They know the local area, families and children. Leaders use this information to inform the care and practice they provide. They are reflective and committed to continuous improvement to strengthen processes and practice. Leaders undertake regular quality assurance visits. These are designed to identify the setting's strengths and next steps. Leaders and staff complete gap analysis tasks designed to identify further training needs. However, examples of where practice could be strengthened are not always identified. Regular supervision meetings are held with staff, but robust supervision and monitoring procedures are not embedded in order to sharpen staff practice and ensure consistently high standards.

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Leadership and governance Expected standard

Leaders understand and follow safe recruitment procedures. Staff report that they feel supported by leaders and enjoy their work. Leaders provide regular opportunities to check in with all members of the team. Staff comment on how they love working with the children and feel valued by leaders. Parents receive regular email updates and key information about the setting is displayed in the entrance. Parents speak highly of the setting and value the care their children receive. They comment on how their children love attending the after-school club and appreciate the flexible booking arrangements.

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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

Physical activities and developing good health and wellbeing are at the heart of this inclusive setting. Children are settled and confident. They enjoy playing together. Children demonstrate positive attitudes. They love to be physically active, showing high levels of energy as they run around in the large outside space. Children play collaboratively with their peers, building warm relationships with each other and staff. They enjoy a range of turn- taking activities. For example, they cooperatively play football and tennis together.

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About this setting

Children feel safe and happy. They approach adults confidently and know who to go to for help and support. They demonstrate high levels of energy, eagerly inviting adults to join in with their play. Staff are positive role models. They show genuine interest in what the children are saying and doing. This helps children to feel valued and heard. Children communicate with peers and adults, chatting together about what they are making. Staff gather key information about the children from parents and school. This helps staff to meet children's individual needs.

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About this setting

Staff provide children with healthy snacks and children are learning about the importance of exercise and being physically active. Staff promote children's emotional wellbeing. For instance, children arrive to the sound of gentle music, which provides a calming space. Children with special educational needs and/or disabilities are supported well by practitioners. Staff adapt their communication style and provide personalised support. This ensures that all children have their needs met and understood. Parents comment on how their children love to attend the provision.

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Next steps

Leaders should strengthen training and coaching for staff to ensure that consistent, positive behaviour strategies are used across the provision. Leaders should sharpen the arrangements for staff supervision to ensure that all staff are highly skilled at implementing effective strategies that support children's listening and attention skills at key transition points. Leader should continue to strengthen and embed opportunities for children to learn about the importance of keeping themselves safe and healthy.

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About this inspection

The inspector spoke with leaders, managers, practitioners, children and 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. Unique reference number (URN): 2814475

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Address:

Bessacarr Primary School Ellers Avenue Doncaster DN4 7DT

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 03:15 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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