Munchkin Sports St Dunstan's College Holiday Camp

Camp

Unique reference number (URN): 2813213 Address: St. Dunstans College, Stanstead Road, LONDON, SE6 4TY Type: Childcare on non-domestic premises Registered with Ofsted: 04/10/2024 Registers: EYR, CCR, VCR Registered person: Munchkinsports 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

Leaders establish a positive and consistent culture where children understand what is expected of them and feel confident to participate alongside their peers. Practitioners build warm, respectful relationships with children and use clear instructions, chants and visual prompts to help them understand routines and expectations from the moment they arrive. For example, children confidently recall group rules, respond to clapping, songs and visual cues and follow instructions that help keep themselves and others safe. As a result, children of all ages and stages behave exceptionally well and move calmly between activities.

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Behaviour, attitudes and establishing routines Strong standard

Practitioners adapt their approaches thoughtfully to meet children's individual needs and circumstances. For example, they use games, positive praise, simple language and imaginative prompts, such as inviting children to 'be my bear', to encourage reluctant children to join activities and follow instructions. They respond quickly when children need additional support to regulate their emotions, helping them re-engage successfully with their peers. This means children learn to listen, take turns, cooperate and manage their feelings in a highly inclusive environment.

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Behaviour, attitudes and establishing routines Strong standard

Leaders place a strong emphasis on attendance by planning exciting experiences, themed activities and 'mega days' that children are eager to attend. Families value the provision and children attend regularly because they feel safe, have fun and enjoy being with their friends. Well-established routines, effective transitions and consistent expectations across the camp help children develop confidence, independence and positive attitudes that enable them to thrive.

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Children's welfare and wellbeing Strong standard

Children experience a nurturing, well-organised environment where their physical, emotional and personal wellbeing is prioritised. Practitioners build warm, secure relationships with children, helping them settle quickly, form friendships and feel confident throughout the day. They know children's individual needs well and adapt their care and support accordingly. As a result, children feel safe, valued and emotionally secure, enabling them to participate fully in the wide range of experiences available.

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Children's welfare and wellbeing Strong standard

Leaders establish effective routines that promote children's health, safety and independence. For example, practitioners check that children have hats, sun cream and water bottles before outdoor play. They supervise mealtimes carefully so that children eat safely and ensure lunch boxes are free from nut products to protect children with allergies. Children learn positive hygiene routines, such as washing their hands with soap before eating, while younger children are supported to develop increasing independence through daily routines that prepare them for school. Planned rest breaks and well-organised transitions help children remain settled, engaged and ready to enjoy the next part of their day.

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Children's welfare and wellbeing Strong standard

Practitioners respond sensitively to children's emotional needs and use strategies that help them regulate their feelings and engage successfully with others. Leaders also seek regular feedback from children and families, using their views to shape activities and experiences that children enjoy. As a result, children develop confidence, resilience, social skills and independence while thriving in an environment where they feel listened to, cared for and included.

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Inclusion Strong standard

Leaders establish a highly inclusive culture where all children are welcomed, valued and enabled to participate fully in camp life, regardless of their individual needs or circumstances. They work closely with parents, schools and other professionals to gather detailed information about children before they attend. Leaders share this information with practitioners and provide clear guidance on the strategies that help individual children succeed. This means practitioners understand children's needs well and confidently provide tailored support that reduces barriers children may face from the outset.

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Inclusion Strong standard

Practitioners use their knowledge of children to make thoughtful adaptations that enable all children to engage alongside their peers. For example, they use visual prompts, language such as 'first...then', and five-minute transition warnings. These strategies help children feel calm and prepared for changes in routines. Practitioners adapt activities for children who find it difficult to regulate their emotions. This helps children remain engaged in meaningful play while other children participate in storytelling. This means that every child accesses experiences matched to their individual needs and interests.

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Inclusion Strong standard

Leaders invest in high-quality professional development so practitioners develop the confidence and expertise to support children with special educational needs and/or disabilities and those who may face barriers to their engagement and/or wellbeing. As a result, children are fully included in all aspects of the provision, form secure relationships with practitioners, participate confidently in a wide range of activities and flourish alongside their peers. Leaders' inclusive practice makes a demonstrable difference to children's experiences, ensuring every child has the opportunity to belong, achieve and thrive.

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Leadership and governance Strong standard

Leaders responsible for governance provide ambitious and highly effective strategic leadership that places children's experiences, wellbeing and enjoyment at the centre of every decision. They evaluate the provision accurately and adapt their services to meet the changing needs of children and families. For example, they successfully introduce the pre- school provision, refine the organisation of the day to maintain planned experiences and develop robust systems that ensure consistency across all camps. As a result, children benefit from well-organised, enjoyable experiences that enable them to feel safe, secure and included.

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Leadership and governance Strong standard

Leaders responsible for governance invest significantly in practitioners' professional learning and wellbeing. All practitioners complete a structured training programme, with clear opportunities to develop their knowledge and progress into leadership roles. Ongoing observations, coaching and feedback strengthen practitioners' confidence and expertise, particularly in supporting children with special educational needs and/or disabilities and those who may face barriers to engagement. Practitioners say they feel valued, well supported and confident in their roles, resulting in consistent practice that benefits children's day-to-day experiences.

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Leadership and governance Strong standard

Leaders establish highly effective partnerships with parents, schools and the wider community to enhance children's opportunities beyond the camp. They actively seek and respond to the views of children and families, while sharing expertise through community initiatives and wellbeing programmes. Robust communication systems ensure practitioners have the information they need to meet children's individual needs effectively. This means that leaders create a culture of continuous improvement where high-quality practice is sustained and barriers children face are reduced, allowing children to flourish.

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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 happily and confidently. They are warmly welcomed by practitioners who know them well. They quickly settle with familiar adults and friends, while those attending for the first time are supported to build new friendships and feel part of their group. Children enjoy being part of a welcoming environment where they feel safe, valued and excited to return. Parents appreciate the wide range of experiences available and regularly choose for their children to attend because they know they will have fun in a well-organised camp.

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

Children benefit from an extensive programme of indoor and outdoor experiences that encourage them to be active, curious and confident. They enjoy activities such as swimming, arts and crafts, yoga, dance, athletics and team sports. This helps develop their physical skills, communication, creativity and resilience. Younger children strengthen their independence as they learn routines that prepare them for school, while older children confidently collaborate with others, solve problems and embrace new challenges. Practitioners have high expectations and support children to listen carefully, follow instructions and participate enthusiastically throughout the day.

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

Children with special educational needs and/or disabilities, and those who may face barriers to their engagement and/or wellbeing, are fully included in all aspects of camp life. Practitioners understand children's individual needs and adapt activities so that everyone can participate successfully. Thoughtful strategies help children feel calm, regulate their emotions and move confidently between activities. As a result, children develop secure relationships with practitioners, grow in confidence and independence, and flourish alongside their peers. They leave each day feeling successful, happy and eager to return for more exciting experiences.

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Address:

St. Dunstans College Stanstead Road LONDON SE6 4TY

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Next steps

Leaders should continue their excellent hard work to ensure transformational outcomes for all children, in particular children with special educational needs and/or disabilities and those who may face barriers to learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders responsible for governance, leaders, designated leaders, 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.

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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. 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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