Super Camps- Northampton

Super Camps- Northampton

Unique reference number (URN): 2829898 Address: Northampton High School, Newport Pagnell Road, Hardingstone, NORTHAMPTON, NN4 6UU Type: Childcare on non-domestic premises Registered with Ofsted: 10/02/2025 Registers: EYR, CCR, VCR Registered person: Super Camps 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 Strong standard

Children consistently demonstrate positive behaviour and attitudes throughout their time at the holiday club. Staff establish clear expectations and routines. This helps children to feel safe, secure and confident as they move between activities, group experiences and mealtimes. For example, staff bring children together for a daily induction, helping them to recall the club rules and share these with their peers. Staff support children's behaviour in a age-appropriate way that motivates their positive behaviour. For example, children proudly explain that they receive points for demonstrating kindness and positive behaviour. As a result, children play cooperatively, share resources, take turns and treat one another with kindness and respect.

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Behaviour, attitudes and establishing routines Strong standard

Staff know children well. They use reassurance, clear communication and flexible approaches to support children's emotional wellbeing. When children find situations challenging, staff respond promptly and adapt activities to meet their individual needs. For example, during an interactive story session, staff lower their voices to a whisper because they recognise that some children are sensitive to loud noises. This thoughtful approach helps children to remain engaged, feel comfortable and participate confidently in activities

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Behaviour, attitudes and establishing routines Strong standard

Staff act as positive role models and reinforce expectations. This helps children to understand boundaries and manage their emotions. The key-person system is effective, enabling staff to provide tailored support and build secure relationships. Leaders promote regular attendance and follow up absences promptly. As a result, children feel safe, valued and included.

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Children's welfare and wellbeing Strong standard

Staff offer enthusiastic welcomes and are genuinely pleased to greet children as they arrive. Children quickly settle for the activity of their choice as they talk with friendly staff. Those children who are nervous about starting are greeted by a key person who has gathered information about them prior to starting. This helps children to settle quickly, and feel safe and secure within the environment. Children benefit from a well-organised environment with clear and consistent routines. This helps them to feel secure and understand what is expected of them. Children enjoy a range of fun, stimulating and inclusive experiences that promote their enjoyment and development. Staff offer a balance of structured activities and opportunities for free play to support children's independence and creativity.

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Children's welfare and wellbeing Strong standard

Children enjoy regular opportunities to be active through sports, outdoor games and physical activities. Staff supervise children closely and encourage them positively during activities. Staff help children to gain a secure understanding of what keeps them healthy. For example, they promote healthy eating and make sure children drink plenty of water. Staff successfully help children to develop an awareness of how to keep themselves and others safe. For example, they ask children why they are not permitted nuts in the setting or to eat foods from other children's lunch boxes. Children tell staff that this is because some children may have allergies to some foods. Staff are extremely vigilant and carry out effective procedures to ensure children's safety at all times.

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Inclusion Strong standard

Leaders create a safe and secure environment that is shaped to meet children's individual needs. This inclusive approach ensures that all children feel supported, have fun, and fully enjoy their time at the camp. Staff work closely with parents and carers to gather detailed information about each child's individual needs before they begin attending the club. Those children who need additional support receive a phone call from the special educational needs coordinators. They discuss any adjustments, routines and individual requirements that children need, so that they are clearly understood and implemented. This enables staff to develop a thorough understanding of each child and provide consistent support from the outset. As a result, children feel comfortable, secure and well cared for within the club.

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Inclusion Strong standard

Staff use reassurance, clear communication and flexible approaches to help children feel emotionally secure and engaged during activities and routines. For example, when children find an activity overwhelming, staff can radio for additional support, enabling children to move to an alternative activity if needed. Staff receive specialist training to help them provide effective support and meet children's additional needs. Enhanced staffing ratios provide children with increased opportunities for meaningful interactions, targeted support and high-quality supervision. Parents and carers speak very positively about the support their children receive. They report that staff demonstrate a genuine understanding of how to meet their children's individual needs.

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Leadership and governance Strong standard

Leaders are passionate about providing exciting opportunities, that are fun, engaging and ensures the safety of all children who attend. Leaders set high standards for the quality of their provision, which is reflected in the excellent staff practice. They demonstrate a clear understanding of the important role the club plays in supporting children and their families.

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Leadership and governance Strong standard

Leaders play an active role in evaluating the effectiveness of the club, identifying strengths and priorities for development. They work closely with staff to reflect on and improve practice, using feedback from children to inform decisions and enhance experiences. Leaders regularly observe practice to identify staff training needs and support continuous improvement. As a result, staff are highly knowledgeable about promoting positive behaviour. In addition, all staff have completed training to strengthen their understanding of how to support and enhance the experiences of children with special educational needs and/or disabilities, and those who may face barriers to their engagement or wellbeing. Staff speak positively about the support they receive for their professional development. They feel valued and supported by leaders, which promotes their well-being and enjoyment of their roles at the club.

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Leadership and governance Strong standard

Partnerships with parents and carers are extremely effective. The youngest children have a designated key person, who develops positive relationships with children and their parents and carers. Parents report that they are well informed about the activities available. They value the regular communication from staff, helping them feel involved in their children's experiences.

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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 excitement and are keen to take part in the many opportunities on offer. As children arrive, they are greeted by friendly and welcoming staff who direct them to the activity board. This helps children to understand what activities are available for the day. Staff engage children in meaningful conversations about their interests and previous experiences. This helps children to feel valued, settle quickly and feel relaxed and ready for their day.

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

Children benefit from the wide range of activities available to them. The week is planned to allow children to book onto specific activities. For instance, children can spend the day learning to cook or taking part in bushcraft activities. Children also benefit from a variety of sports activities, including football skills sessions, racket sports and swimming lessons. All children, including those with special educational needs and/or disabilities, are supported very well by staff, who adapt interactions and routines to meet the needs of each child. As a result, children appear relaxed, emotionally secure and confident within the club environment.

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

Children are separated into groups depending on their interests. This ensures that children get the most out of their chosen experiences, and staff interactions are more effective within smaller groups. For example, the youngest children take part in a planned activity based on their favourite stories. They enjoy searching for a pretend bear and going outside to find vegetation and other natural materials for the bear. Children then mix their findings together to make 'bear soup'.

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

Children thrive at the club. The clear boundaries and routines support children's emotional wellbeing and behaviour. Children behave extremely well and promote the club rules. They play cooperatively alongside one another, share ideas and show pride in their achievements. For example, children are organised into coloured teams and earn points for positive behaviours, such as helping others, being polite and showing kindness. Children's attendance is carefully monitored. Absences are followed up promptly if children, who are expected, do not arrive at the club.

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Next steps

Leaders should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children with special educational needs and/or disabilities and those who may face other barriers to their engagement and/or wellbeing.

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About this inspection

The inspector spoke with leaders, staff, children and parents and carers 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:

Northampton High School, Newport Pagnell Road Hardingstone NORTHAMPTON NN4 6UU

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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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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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