Mersea Camp

Mersea Camp

Unique reference number (URN): 2789561 Address: Mersea Island School, Barfield Road, West Mersea, COLCHESTER, CO5 8QX Type: Childcare on non-domestic premises Registered with Ofsted: 23/05/2024 Registers: EYR, CCR, VCR Registered person: Essex Professional Coaching 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 Strong standard

Children demonstrate exemplary behaviour throughout the day. They listen attentively during briefings and follow instructions immediately. Children show deep respect for the coaches, who set clear, consistent expectations. For example, they remind children about being kind, including everyone and listening to others. Children uphold these values with pride.

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Behaviour, attitudes and establishing routines Strong standard

Children show highly positive attitudes to play. They approach each activity with enthusiasm, for example when designing colourful sports shirts, playing dodgeball or using the bouncy castle. They persevere during physical challenges and celebrate one another's successes. Children show genuine joy in shared experiences and learn how to manage setbacks and disappointments when they do not win.

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Behaviour, attitudes and establishing routines Strong standard

Routines are deeply embedded and understood by all children. They know where to line up, how to transition between activities and what to do if they feel unsure. Coaches explain the schedule clearly each morning and revisit expectations throughout the day. This structure helps children feel safe, confident and ready to participate.

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Behaviour, attitudes and establishing routines Strong standard

Children regulate their emotions well because staff model calm and attuned responses. When children appear distant or overwhelmed, staff notice immediately and offer gentle support. They seek to understand the reasons behind any challenging behaviour and work with parents to identify strategies that help children thrive.

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Behaviour, attitudes and establishing routines Strong standard

Children show strong cooperation and teamwork. For example, during a game of dodgeball, they encourage their friends, take turns fairly and celebrate group achievements. In laser tag, they listen to the rules, practise safely and show excitement without losing control. These behaviours reflect the club's strong culture of respect, fairness and enjoyment. Children's behaviour and attitudes are securely strong because expectations are consistent. Relationships are trusting and staff consistently model the behaviours they want children to learn.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing sit at the heart of the club's work. Staff build warm, trusting relationships with children. This helps children to speak openly with staff and seek them out for reassurance or support. Children know they can talk to any coach at any time, and this open culture helps them feel safe and valued.

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Children's welfare and wellbeing Strong standard

Staff promote children's physical wellbeing superbly well. They ensure children stay hydrated and remind them to leave water bottles in the shade. Staff check that hats are worn in hot weather and that sunscreen has been applied before arriving.

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Children's welfare and wellbeing Strong standard

Coaches supervise closely during physical activities, ensuring children play safely while still experiencing challenge and excitement. Children understand how to keep themselves safe and healthy. Staff encourage them to eat nutritious foods, wash their hands before meals and rest when needed. They support children with gentle reminders to eat enough to maintain energy for physical play.

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Children's welfare and wellbeing Strong standard

Staff manage medical needs with precision. They check medication on arrival and ensure children do not participate in physical activity until essential items, such as inhalers, are on site. This careful oversight ensures children remain safe throughout the day.

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Children's welfare and wellbeing Strong standard

Children feel emotionally secure because staff respond sensitively to their needs. When children need time alone, staff respect their space and check in when children are ready. When children feel unsure about a new activity, coaches explain the rules again. They demonstrate the equipment and reassure children that they can ask for help at any time. As a result, children's wellbeing is consistently strong.

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Inclusion Strong standard

Leaders create an inclusive culture where every child feels welcome and understood. This enables children to fully participate in the club activities. Staff know children incredibly well. This is because they carry out robust enquiries with parents before children join. This ensures that any adaptations or reasonable adjustments are in place from day one. Leaders recognise that parents know their children best and work in genuine partnership to shape support.

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Inclusion Strong standard

Children with special educational needs and/or disabilities (SEND) receive highly personalised care. Staff understand children's need for structure and prepare them for any changes in routine. They explain the reasons clearly, so children feel secure. Children benefit from a designated safe space where they can regulate their feelings when overwhelmed. Staff are sensitive to children's individual sensory needs and ensure these are met through adaptations. These thoughtful adjustments enable children to participate fully and confidently in all activities.

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Inclusion Strong standard

Senior leaders oversee and coordinate provision for children with SEND and provide strong oversight. They support staff, liaise with parents and work with schools where appropriate. Staff use this guidance effectively, ensuring children with SEND experience success, enjoyment and a strong sense of belonging.

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Inclusion Strong standard

Children are grouped sensitively for activities. Coaches consider confidence levels, friendships and emotional needs when forming teams. This ensures children feel safe, supported and ready to engage. When children ask to be placed with a friend, staff accommodate this where it has a positive impact, reinforcing children's emotional security.

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Inclusion Strong standard

Staff remain professionally curious. They notice subtle changes in children's behaviour, social interactions or physical ability. They act quickly to explore whether additional support is needed. This vigilance ensures that no child's needs go unnoticed. The club's inclusive practice is securely embedded and consistently strong.

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Leadership and governance Strong standard

Leadership is highly effective and deeply reflective. Leaders demonstrate a strong commitment to delivering the best possible experience for children. They continually seek ways to improve the provision. Senior leaders evaluate practice meticulously, using external consultants, staff debriefs and stakeholder feedback to refine systems and strengthen quality. Leaders maintain rigorous oversight of compliance. Systems auto generate alerts for senior leaders, ensuring timely notifications and thorough investigations. Risk assessments cover all activities, and staff follow procedures consistently.

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Leadership and governance Strong standard

Safeguarding leadership is robust. All staff, not just those with designated safeguarding responsibilities, receive higher-level training because leaders recognise the importance of every adult having secure knowledge. Staff confidently describe how they would identify signs of risk such as domestic violence, radicalisation and county lines. They know exactly how to report concerns. Lanyards with key contacts ensure information is always accessible.

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Leadership and governance Strong standard

Staff wellbeing is a significant strength. Leaders carry out regular check-ins and offer coaching. They create a culture where staff feel valued and supported. Coaches describe the highest levels of wellbeing support, and leaders continually review how to make staff's experience even better. Leaders invest in staff development. Training links directly to observations. Debriefs after every camp identify priorities and training ahead of the next club. Leaders encourage staff to reflect on their practice, probe their thinking and set meaningful actions that drive improvement.

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Leadership and governance Strong standard

Leaders know the children, families and community incredibly well. They use information from schools such as care plans and individual support plans, to ensure continuity of support. Leaders work closely with parents. They value their insights and involve them in decisions about reasonable adjustments. Leadership is highly effective because it is reflective. Leaders are ambitious and deeply committed to children's safety, enjoyment and inclusion.

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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 with enthusiasm and settle instantly because the club routines are clear, predictable and deeply embedded. Coaches greet children warmly. They re-introduce themselves at the morning briefing and explain the day's structure with clarity. Children listen attentively. They raise their hands to ask questions and show genuine respect for the coaches. This calm, confident start sets the tone for the day.

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

Children thrive in an environment where relationships are incredibly strong. They chat openly with coaches, share jokes and seek them out for reassurance or guidance. These interactions show the deep trust children place in the adults who care for them. Children know they can speak to any coach at any time if they feel sad, worried or unwell. They use this open-door culture confidently.

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

Children demonstrate high levels of engagement across all activities. During laser tag, they listen carefully to the rules. Children practise using the equipment and show excitement as they prepare to play. Coaches invite children to share what they know, boosting their confidence and self-esteem. Outdoors, children play dodgeball with joy and energy. They cheer for one another and take turns fairly. Children show strong teamwork as they encourage peers to join in.

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

Children with special educational needs and/or disabilities flourish because routines, staffing and expectations remain consistent. Children stay with their key person throughout the day, which gives them emotional security. Staff respect children's sensory needs, such as allowing them to wear sunglasses inside. Children are offered a safe and private space when they need time to regulate. They benefit from clear explanations when routines change, helping them feel safe and prepared.

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

Children behave incredibly well. They follow instructions immediately and show kindness to peers. All children demonstrate a strong sense of fairness. Coaches model positive

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Address:

Mersea Island School, Barfield Road West Mersea COLCHESTER CO5 8QX

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Essex Professional Coaching Ltd behaviour with boundless energy and enthusiasm, which children mirror in their play. Disputes rarely happen because expectations are consistent, understood and embedded. Children feel proud to belong to the club. Children who are home schooled choose to attend because they feel safe, valued and excited to take part. Their eagerness to return each day reflects the club's strong culture of belonging and enjoyment.

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Next steps

Leaders should extend their already strong practice beyond the club by sharing their inclusive approaches and staff development model with other clubs and community partners so their expertise has a wider, sustained and sector-leading impact.

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About this inspection

The inspector spoke with the senior leadership team, staff 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 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. Register(s): EYR, CCR, VCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 16:30

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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