Clacton Camp EPC

Clacton Camp EPC

Unique reference number (URN): 2792059 Address: Whitehall Academy, Melbourne Road, Clacton-On-Sea, CO15 3SP Type: Childcare on non-domestic premises Registered with Ofsted: 24/05/2024 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 Expected standard

Children benefit from regular group meetings during the day. This helps children with transitions and understanding what is happening next. Staff also use them as an opportunity to praise positive behaviours children have shown during the day. This helps reinforce the high expectations staff have for children's behaviour and attitudes. Children with special educational needs and/or disabilities show they understand the kind and respectful behaviours expected of them. For example, they remind others, 'If you have nothing nice to say, don't say anything at all'.

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Behaviour, attitudes and establishing routines Expected standard

Senior leaders regularly check that staff follow the club's behaviour policies and procedures effectively. Staff build trusting partnerships with parents through open and honest conversations. This helps ensure the right support is in place, so all children can attend regularly, feel safe and enjoy their time at the club.

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Behaviour, attitudes and establishing routines Expected standard

Leaders are reflective about improving mealtime routines. They have recently rearranged the tables to make mealtimes more sociable and organised. However, staff are not always clear about their individual roles and responsibilities during these times. This means younger children do not always receive clear, consistent guidance, such as when to wash their hands before eating and where to sit. This disrupts the flow of some mealtimes and reduces opportunities for staff to promote healthy eating habits, good manners and social skills.

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Children's welfare and wellbeing Expected standard

Leaders create a safe, welcoming space where children partake in a wide variety of fun, social activities including team sports. Leaders and staff generally adapt the environment, so all children feel reassured, confident and included. For example, sticker footprints on the floor help children, including those with special educational needs and/or disabilities, find key areas such as the toilets.

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Children's welfare and wellbeing Expected standard

Leaders work closely with parents and other professionals to meet children's individual needs before children start. However, when parents drop their children off at the club, staff do not consistently talk to them about their child's overall wellbeing before the day starts. This means staff may not always know how children are feeling or what support they need to enjoy and benefit from the day ahead.

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Children's welfare and wellbeing Expected standard

Where necessary, individual risk assessments are put in place for children with specific health needs. Leaders hold morning debriefs before children arrive. This ensures all staff know how to best meet their key children's individual care needs.

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Children's welfare and wellbeing Expected standard

Staff ensure children have sun cream on in hot weather. They help children understand the importance of regular water breaks and after physical activity. Staff encourage children to rest in shaded areas, helping them stay safe, comfortable and well cared for throughout the day.

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Inclusion Expected standard

Secure settling-in processes are in place before children attend the club. Parents share important information about their children's individual needs through a detailed online registration form. Senior leaders use this information effectively to plan appropriate support. For example, parents of children with special educational needs and/or disabilities, have opportunities to discuss how staff can reduce any barriers their children may face at the club. For example, visual timetables of the day's activities help children prepare for what is coming next, reduce anxiety and support inclusion.

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Inclusion Expected standard

Leaders work collaboratively with the local authority, parents and schools, where appropriate, to ensure all children, including those known or previously known to social care, can attend and receive highly personalised care. Morning debriefs ensure that all staff are fully aware of children's needs and any care plans or risk assessments in place. This enables staff to make focused adaptations that maximises children's enjoyment and get the most from their time at the club.

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Inclusion Expected standard

Staff sensitively support new children, or those who need additional adult support, to build friendships through shared interests, such as art and craft. However, less experienced staff do not always notice quickly enough when some children need help to join popular activities. This can reduce opportunities for staff to validate children's feelings and offer comfort and guidance, so they consistently feel accepted and included.

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Leadership and governance Expected standard

Senior leaders are highly dedicated and committed to continually improving the service they provide. They have a broad understanding of the club's strengths and set goals for the areas that require further development. Debriefs after every camp identify priorities and training ahead of the next sessions.

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Leadership and governance Expected standard

Evaluation of staff practice is typically effective. Senior leaders use monitoring visits to identify where improvements are needed and take appropriate action. For example, all staff have benefited from training that helps them adapt the environment and their practice to better support children with special educational needs and/or disabilities. However, monitoring is not yet focused enough on individual staff practice to identify specific inconsistencies in the quality of some interactions with children.

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Leadership and governance Expected standard

Senior leaders spend lots of time at the club and get to know many of the children and families who attend. When they welcome children by name, it helps build trust, strengthens a sense of community and enhances children's overall wellbeing. Additionally, it helps to create a culture where staff feel valued and supported. Staff love their job and they feel supported in their roles. Staff report excellent wellbeing and appreciate the active role leaders and senior leaders play in the day-to-day running of the club. Parents express how their children love coming and they praise the caring and nurturing staff who always ensure their children's safety and wellbeing.

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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 look forward to attending this inclusive club. They greet their peers and familiar, long-standing staff with excitement, showing how much they enjoy spending time at the club. When required, children with special educational needs and/or disabilities, benefit from enhanced staff ratios. This helps to create an inclusive environment where all children, including those with SEND or any other barrier to learning, overall have their individual needs met. Children's happiness and safety are at the heart of everything staff do. Sounds of laughter echo through the sports hall as children have fun. Staff greet children warmly and introduce themselves during the morning group meeting. Children listen attentively as staff explain the day ahead. Children respect staff and use a thumbs-up to show they understand.

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

Children build trusting attachments with the caring staff. They confidently ask for guidance when needed and often invite them into their play. Children are delighted when they achieve and overcome physical challenges during team sports. They learn the value of teamwork through fun games, such as hide and seek. Staff build children's confidence by asking them to model games for their peers. Practice runs also help children understand the rules and feel safe to try something new.

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

Children's physical and emotional wellbeing is supported extremely well. New children or those who find transitions difficult thrive at the club. For example, staff provide a safe, calming and quiet area where children can visit first. As children play with resources and activities that interest them, they begin to build rapport with staff and other children. This helps ease children's anxieties before joining larger groups of children. This promotes attendance as children feel valued and safe in their environments. During team sports, staff offer several alternative activities, such as Lego, art and crafts, so children can choose to take a break when needed.

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Next steps

Leaders should strengthen arrival procedures to ensure all parents can share any important updates at the start of each day, to ensure children benefit fully from their time at the club. Leaders should support staff to organise mealtimes more effectively, so children experience calm transitions and develop confidence in self-care routines. Leaders should enhance and embed effective methods of coaching to support less experienced staff to identify their individual areas of development to help children feel consistently included and able to participate.

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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.

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Address:

Whitehall Academy Melbourne Road Clacton-On-Sea CO15 3SP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Essex Professional Coaching Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 12:30,Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 15:00,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

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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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