Cascade Camps at York House School

Cascade Camps at York House School

Unique reference number (URN): 2776093 Address: York House School, Sarratt Road, Croxley Green, Rickmansworth, WD3 4LW Type: Childcare on non-domestic premises Registered with Ofsted: 15/01/2024 Registers: EYR, CCR, VCR Registered person: Cascade Social Enterprise 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 embed a culture of respect and kindness and always promote a high level of attendance and punctuality. Children's behaviour is excellent, and staff consistently hold high expectations that are age and stage-appropriate. For example, they consistently teach young children high standards of behaviour in a thoughtful and effective way that leads to positive improvement. They ensure that young children fully understand what is expected of them, so that expectations are fully embedded. For instance, staff speak clearly and use body language and Makaton to communicate. They adapt their communication strategies to support and include all children. Subsequently, vulnerable children are more able to show good manners and join in everyday routines. As staff consistently break down barriers, this has a significant impact on the engagement of disadvantaged children or those with special educational needs and/or disabilities.

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Behaviour, attitudes and establishing routines Strong standard

Staff regularly check children's physical and emotional wellbeing, and build positive relationships with children. This supports young children to regulate their emotions and show the best possible behaviour. Leaders build meaningful relationships with parents/carers, and this helps to embed a culture of respect and trust. Parents understand the importance of attendance, and children want to attend camp. Subsequently, high expectations are well established for future school and life.

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Children's welfare and wellbeing Strong standard

Leaders place children's welfare and wellbeing at the heart of everything they do. Staff are highly experienced and knowledgeable. This has a positive impact on very young children as they settle quickly into the new environment. For instance, children immediately engage in drawing, construction and role play. Staff play with children, and this helps staff to get to know children quickly. They talk to them enthusiastically and learn each other's names. This helps children feel safe and secure. They build positive relationships with children and are highly responsive to their varying and changing needs. Staff make routines clear to children so they can easily access the toilet and drinking water, and this supports their developing self-care needs. Leaders ensure camp feels like a safe, welcoming place where children are happy and thrive. Children enjoy plenty of outdoor time and enjoy watching pigs, lambs and

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Children's welfare and wellbeing Strong standard

chickens on the mini farm. These enriching experiences help children to foster long-term healthy habits, including appreciating nature and caring for animals.

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Children's welfare and wellbeing Strong standard

Staff and leaders build positive relationships with families and carers. Staff promote effective communication about individual care needs, and this helps to reassure parents that their young children are safe and well cared for. For example, leaders adapt the timetable in response to emerging health needs, so it is accessible to all children. Parents speak highly of the club and many return because their children are happy at camp.

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Inclusion Strong standard

Leaders thoroughly understand the challenge that providing care at camp brings, as sometimes, staff do not know much about the children before they start. However, leaders ensure that staff have the expertise and experience to be able to consistently support all children effectively. For example, staff spend substantial time at drop off, talking to parents and carers so they can gather pertinent information and begin to build trusting relationships. Staff rapidly get to know children and identify their individual needs accurately and effectively. Subsequently, staff have the information they need to care for all children, including those with special educational needs and/or disabilities. For example, they adapt their expectations of children's behaviour as they read stories or lead circle times. Children remain highly focused for impressive amounts of time, as staff are interactive and readily adapt their practice.

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Inclusion Strong standard

Staff are highly reflective and respond appropriately to children's emerging needs. For instance, staff notice when children struggle to follow the daily routine. They immediately implement a greater level of support and communicate with parents so they can provide tailored care and experiences. All children feel highly valued, and staff skilfully support individual needs as they get to know children and find out what makes them unique. For instance, children enthusiastically share their plans for their birthday or talk about their family.

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Leadership and governance Strong standard

Leaders are well organised and ensure that staff balance their time effectively, so all children receive the support they need to thoroughly enjoy camp. Staff recruitment is effective and staff are well trained to be able to support children of all ages. Staff are enthusiastic and make daily routines exciting and engaging. Staff wellbeing is prominent. Leaders effectively oversee policies and ensure that these are well established in everyday practice. Leaders address any issues or concern straight away and support staff to develop their knowledge and understanding. Leaders create a culture of continuous improvement. For example, staff use their expertise to support all children fairly. They are inclusive of all children and flexible, and this helps them to meet the needs of all children, including those with special educational needs and/or disabilities. Staff seek help from managers when needed, to

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Leadership and governance Strong standard

address poor behaviour quickly and give children opportunities to self-regulate and show positive behaviour.

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Leadership and governance Strong standard

Leaders enable staff to utilise their skills and expertise for the benefit of children. For example, staff use their knowledge of the early-years curriculum to engage and include all children in rich and meaningful conversations. They talk to children who observe a centipede and show fascination with their discovery and many legs. Staff use their knowledge of child development and encourage children to develop their thinking skills. For instance, they encourage children to find different ways to make cars go faster down the ramp. Staff ensure that all children can access activities and support them to take turns and share. They make suggestions such as using water, and subsequently, children have positive interactions with their peers and play is highly focused and enriching.

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Leadership and governance Strong standard

Leaders ensure that communication with parents/carers is highly effective and this enables staff to provide the best possible care. Parents feel supported by the nurturing staff and are confident in the excellent care they provide.

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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 thoroughly enjoy their time at camp. They show curiosity, joy and interest in the activities the camp skilfully provides. Children build positive relationships with staff, and this helps them to settle quickly into the new environment. Children develop their thinking and comprehension skills, as staff ask a variety of questions that are well suited to their age and

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Inspector:

stage of development. For example, children suggest they need a map and strong walking legs on their trip to the farm. Children feel relaxed and well looked after. For example, children listen intently to stories read by staff and develop their confidence within a short period, as they begin to share their ideas.

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Inspector:

Children's individual needs are swiftly identified and met, as staff respond to emerging needs. Subsequently, all children can easily access the abundant choice of activities and inspiring play opportunities, and get the very best out of their camp experience. For instance, older children enjoy handling and spending real money at the tuck shop. They receive change and count their coins excitedly. Young children fully engage in learning and play alongside their peers. Children feel highly supported by staff who engage in play and support their developing skills. For example, children develop their speaking skills as they talk to staff about nature and animals, and this supports them with their social skills as they begin to develop friendships.

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Inspector:

Children thrive in a well organised and vibrant environment supported by skilled and experienced staff. Children quickly fit into the new routines, and their self-care needs are well supported. Children's independence is highly encouraged, however staff offer support when needed. For instance, some children need help to walk along wobbly planks of wood. Children's curiosity is captured and children are given time to explore bugs and talk about them. Children actively engage in a wide range of activities and their behaviour is excellent. Children's attendance is high and they are excited to return to camp.

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Next steps

Leaders should ensure staff remain highly skilled in their roles and stay up to date with policies and procedures, so high quality support and care for early years children is sustained over time. Leaders should continue to observe, monitor and improve processes and procedures, so best practice is sustained over time.

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About this inspection

The inspector spoke with leaders, staff, parents 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. Emma Salomon

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Address:

York House School Sarratt Road, Croxley Green Rickmansworth WD3 4LW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Cascade Social Enterprise Ltd

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Address:

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