TS Holiday Camps

TS Holiday Camps

Unique reference number (URN): 2794238 Address: St. Marys C Of E School, Church Road, Thornbury, Bristol, BS35 1HJ Type: Childcare on non-domestic premises Registered with Ofsted: 27/06/2024 Registers: EYR, CCR, VCR Registered person: Teachsport South West 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 clear expectations for behaviour and routines that are understood by children and staff. Staff reinforce these expectations well, enabling children to confidently recall the club rules, including being kind, respecting one another and caring for the environment. This shared understanding creates a calm and welcoming atmosphere where children behave well and show consideration for others and the environment around them.

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Behaviour, attitudes and establishing routines Expected standard

Warm and respectful relationships between staff and children underpin positive behaviour. Staff use familiar routines, such as a welcome meeting and snack time, to provide children with consistency and structure throughout the day. Clear arrival procedures ensure children are accounted for promptly, supporting their safety and attendance. Staff adapt their approach where children require additional reassurance, helping them engage positively within established routines.Inclusive approaches help all children participate successfully. For example, children who choose not to join football remain actively involved by taking on the role of referee, while children attending for the first time receive additional reassurance to help them settle confidently into the group.

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Behaviour, attitudes and establishing routines Expected standard

Leaders do not support staff to consistently organise transitions in ways that sustain children's engagement. Children do not always receive sufficient warning before moving between activities and are not always able to complete their chosen experiences. For example, staff ask children to move outside while they are deeply engaged in constructing models together. This interrupts children's play and prevents them from completing their chosen activity. Consequently, children's engagement in some activities is occasionally interrupted before they can bring their play to a natural conclusion.

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Children's welfare and wellbeing Expected standard

Children benefit from warm, responsive care that supports their emotional wellbeing throughout the holiday club. Staff know children well, recognise when they require additional support and respond sensitively to their individual needs. They provide reassurance and encouragement, helping all children feel secure and confident throughout the day. As a result, children develop trusting relationships with staff, feel safe in the environment and enjoy their time at the holiday club.

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Children's welfare and wellbeing Expected standard

Children benefit from well-established routines that support their safety and wellbeing throughout the day. Staff consistently implement these by checking lunch boxes for allergens before children join the session and ensuring children wash their hands before snack, for instance. Leaders and staff maintain effective supervision of children during indoor and outdoor play, checking that helmets are worn before children take part in 'Wheelie Wednesday', for example. These routines help ensure that children remain safe, well cared for and are able to participate confidently in the wide range of experiences available.

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Children's welfare and wellbeing Expected standard

Staff do not consistently use everyday interactions purposefully to promote children's wellbeing. Although safety routines are implemented consistently, staff do not always reinforce healthy lifestyles or help children understand why these routines are important. Consequently, children do not consistently benefit from purposeful conversations that strengthen their understanding of healthy choices or how everyday routines help to keep them safe and well.

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Inclusion Expected standard

Leaders have effective arrangements to identify and meet children's individual needs before they attend the holiday club. Information gathered from parents and carers and, where appropriate, schools, helps staff understand children's interests, routines and any additional needs. This enables staff to plan support from the outset, helping children settle quickly and participate confidently in the experiences on offer.

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Inclusion Expected standard

Staff work closely with parents, schools and other professionals to provide coordinated support for children with special educational needs and/or disabilities and those who require additional reassurance. Leaders deploy staff so that familiar adults are available where this benefits individual children. This thoughtful approach helps reduce barriers to children's participation and supports children to develop secure relationships with staff and their peers.

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Inclusion Expected standard

Leaders have responded positively to the changing needs and interests of the children who attend, by broadening the holiday club's activity programme beyond its sporting roots. Alongside physical activities, children enjoy a range of creative and imaginative opportunities, helping ensure that children with differing interests participate confidently and feel fully included in the holiday club. As a result, children feel valued as individuals and enjoy positive experiences alongside their friends.

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Leadership and governance Expected standard

Leaders have a clear vision for providing an enjoyable, safe and inclusive holiday club, where children can participate confidently and feel valued. They generally communicate their expectations for the quality of care and experiences children receive and review the provision to identify strengths and areas for further improvement. This reflective approach helps leaders make appropriate improvements to the holiday club in response to the evolving needs of children and families.

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Leadership and governance Expected standard

Leaders typically provide staff with regular guidance, training and opportunities for professional discussion before each holiday club. This helps them to develop their practice, understand leaders' expectations and deliver a generally appropriate approach. Leaders place importance on staff's wellbeing, providing approachable support and encouraging open discussion. Positive relationships with parents and carers and effective links with schools help leaders gather relevant information about children's individual needs and keep families well informed about the provision. Information displayed in the entrance area keeps parents informed about the activities on offer and supports communication between home and the holiday club. Leaders' monitoring and quality assurance do not always ensure that staff consistently maximise children's experiences through purposeful interactions. Consequently, the quality

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Leadership and governance Expected standard

of children's experiences is not as consistent as leaders intend.

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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 quickly become part of this welcoming holiday club. Staff warmly welcome children and their families at the start of each session, valuing the information parents share before children attend and using this to help children settle quickly and become engaged in activities that reflect their interests and individual needs. Children confidently choose how they would like to spend their time, moving between sporting, creative and imaginative activities that reflect their individual interests. Staff provide additional reassurance for children attending for the first time, helping them settle quickly into the holiday club. Those attending for the first time, including children joining from different schools, settle quickly and confidently engage in activities from the start of their session.

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

Children build warm and trusting relationships with staff and enjoy playing alongside friends of different ages. Older children naturally encourage and support younger children during play, helping them to feel included and develop the confidence to join in. Children confidently organise much of their own football games, agreeing rules and taking on responsibilities, such as refereeing matches. They resolve minor disagreements independently and encourage one another, while staff provide reassurance and guidance when needed. Children who prefer quieter activities confidently follow their own interests, showing that they feel valued and able to make choices about how they spend their time. They confidently explain the games they are playing, share their ideas with one another and encourage friends to become involved.

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

Children enthusiastically take part in popular activities, such as 'Wheelie Wednesday', bringing their own bicycles and scooters from home to enjoy being physically active alongside their friends. Throughout the day, children enjoy a range of creative and imaginative experiences alongside physical activities. Children understand familiar routines, make independent choices and take responsibility for their belongings throughout the day. As a result, they feel safe, valued and well cared for. They look forward to attending, develop lasting friendships and enjoy their school holidays.

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Next steps

Leaders should strengthen staff's practice so they consistently use purposeful interactions and well-managed routines to sustain children's engagement, maximise experiences and promote their understanding. Leaders should strengthen monitoring and professional support to ensure that high-quality practice is consistently embedded across all aspects of the holiday club.

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About this inspection

The inspector spoke with leaders, 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.

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Address:

St. Marys C Of E School Church Road, Thornbury Bristol BS35 1HJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Teachsport South West Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:30 - 16:00

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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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