Camp Beaumont - Bishop's Stortford

Camp Beaumont - Bishop's Stortford

Unique reference number (URN): 2778556 Address: Bishops Stortford College, School House, Maze Green Road, Bishop's Stortford, CM23 2PQ Type: Childcare on non-domestic premises Registered with Ofsted: 15/02/2024 Registers: EYR, CCR, VCR Registered person: CB (Oldco) 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 established a camp contract for both staff and children that is usually shared at the beginning of the day to support children to understand the expectations of the camp. As children arrive, staff provide clear guidance about where to place their personal belongings and remind them of their responsibility to independently carry these to their base rooms. This helps all children to typically feel settled and provide a sense of belonging, promoting their personal, social and emotional development.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well and show respect towards others. For instance, they know to wait patiently for all their peers to line up before walking sensibly between different areas of the camp and take turns to hold the door open for each other. Clear communication between leaders and the staff team ensure that daily routines are seamless. This reduces any unnecessary waiting times so that children remain engaged and have a positive attitude to participate in activities. Staff adapt routines to ensure all children are fully included into the camp. Older children show kindness and support towards younger children as they praise them for their efforts during art activities and offer suggestions how they can enhance their pictures. Leaders monitor children's attendance and take appropriate action to ensure the safety of children that do not arrive as expected.

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Inclusion Expected standard

Children with special educational needs and/or disabilities and those who face barriers in their learning and/or wellbeing are generally supported well. Parents and carers complete a detailed enrolment form before their children start at the camp. This information is thoroughly reviewed. Where leaders identify the need for any adaptations, leaders work closely with parents to understand and agree how to meet children's individual needs and preferences. A child profile is created and shared with the whole staff team to help them adapt the routines and the environment as necessary to make all children feel comfortable and included. For example, staff sit with individual children to support and provide reassurance if needed. However, leaders do not seek guidance from external professionals, when possible, such as children's teacher's prior to starting camp to establish and replicate any specific strategies to fully support the care and support children receive.

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Inclusion Expected standard

Staff support children to take part in activities at their own pace. They offer suitable alternatives when children are not yet ready to join in. For example, children who are uncertain to enter the swimming pool are encouraged to watch their peers playing and staff provide the same equipment for them to explore nearby. This helps children to grow in confidence and able to join activities when they feel ready. Staff swiftly change allocated key persons when children make natural attachments with other staff. This helps all children to feel at ease, valued and supported at the camp.

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Children's welfare and wellbeing Needs attention

Leaders do not always prioritise children's welfare and wellbeing. The organisation and supervision of mealtimes do not support safer eating practices. Leaders and staff do not take appropriate action when they identify that children have food in their lunch box that may increase their risk of choking. In addition, they do not ensure that children remain within sight and hearing whilst eating. This means they are not alert to swiftly respond should a child start to choke. Leaders do not support staff to prevent the spread of infection. They enable children who become ill to continue mixing with other children prior to being collected from the camp.

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Children's welfare and wellbeing Needs attention

Leaders and staff provide parents and carers with guidance to promote healthy eating. They occasionally talk to children about the importance of a healthy balanced diet. This helps to increase children's awareness of a healthy diet for the future. Staff provide children with gentle reminders to sit safely on their chairs, helping them to understand how to reduce the risk of falling. Children enjoy plentiful access to exercise. Children benefit from regular opportunities to swim in the host school's pool. In groups, they plan and practise different moves in readiness for a talent show and play team games, such as water polo. These experiences build strength, coordination and resilience as they try new skills. Staff encourage children to be independent individuals. They provide children with time and guidance to manage their own clothing. Staff ensure all children, including those with special educational needs and/or disabilities and those who face barriers in their learning and/or

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Children's welfare and wellbeing Needs attention

wellbeing, are secure and settled. Children build secure relationships with staff and seek them out for reassurance when needed.

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Leadership and governance Needs attention

Leaders and those responsible for governance do not have a clear oversight of all aspects of the provision they provide. They do not ensure that the induction and ongoing training programme supports staff to develop and maintain the knowledge and practice needed to fully support children's welfare and wellbeing. During mealtimes children are permitted to eat food that has not been prepared in a way that reduces the risk of choking. In addition, the organisation of mealtimes does not ensure that children remain within staff's sight and hearing while they are eating. Staff mainly move around to talk with children and help them open food packaging, rather than maintaining effective supervision. Leaders do not follow effective procedures to prevent the spread of infection. When children unexpectedly become unwell, their wellbeing is checked by leaders. Although, they are permitted to continue mixing closely with other children until they are collected. This increases the risk of illness

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Leadership and governance Needs attention

Leaders use a range of methods to reflect on the provision they provide and the quality of staff practice. Regular observations and feedback support staff to continue to build on their skills and knowledge. Staff complete individual and group training. Staff feel well supported by leaders and confident to seek support from them. They also receive information of external services to support their wellbeing, if needed. Their enjoyment of their role shines through in their interactions with children. Parental partnerships are effective. Parents comment how their children are keen to attend the camp and talk fondly of the staff team and activities they enjoy. Parents feel well informed about their child's day.

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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 smile in response to the warm greeting they receive as they arrive by the kind and caring staff. They enjoy the freedom to settle into the relaxed environment and make independent choices of what they would like to play with before participating in group activities. This supports children to develop new friendships with children they may not initially know. Children are supported to understand the importance of managing the contents of their lunchboxes. They make informed choices about suitable morning and afternoon snacks that help to sustain their energy throughout the day. However, the organisation of children's mealtimes does not support safer eating practices.

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

Children benefit from a varied range of child-centred activities that prioritise fun and engagement. Activities such as 'Wake Up and Shake Up' inspire children to copy enthusiastic staff as they demonstrate a sequence of movements to music. This helps children to develop their confidence, coordination and enjoyment of being physically active. Children independently follow healthy hygiene practices. Although effective arrangements to prevent the spread of infection are not consistently followed when children unexpectedly become unwell. This increases the risk of illness spreading to others.

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

Children demonstrate that they feel safe and secure as they confidently share their ideas with staff about the parachute games they would like to play. They eagerly listen for staff to call out a colour before quickly identifying whether they are wearing it and run underneath the raised parachute to the opposite side. This promotes their listening skills and physical coordination. Children smile and laugh throughout the activity, their enjoyment of playing cooperatively with others is evident.

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

Children develop a secure respect for the natural environment as they collect natural resources, such as twigs, fallen leaves and feathers. They confidently share their imaginative ideas with their peers about how these can be used to create pictures. Children work collaboratively to arrange the materials, carefully positioning different lengths of twigs to create a rectangular frame. This supports their creativity, communication skills and ability to work together.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure that leaders improve the organisation and supervision of children's mealtimes to promote safer eating practices. 27/07/2026

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Action Completion Date

ensure that leaders support staff to take the appropriate steps to prevent the spread of infection when children are unwell. 27/07/2026

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Address:

Bishops Stortford College School House, Maze Green Road Bishop's Stortford CM23 2PQ

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Address:

Type: Childcare on non-domestic premises

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Address:

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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About this inspection

The inspector spoke with staff, leaders, children, parents, carers and operations manager 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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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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