Barracudas Orpington

Barracudas Orpington

Unique reference number (URN): 2884772 Address: St. Olaves Grammar School, Goddington Lane, Orpington, BR6 9SH Type: Childcare on non-domestic premises Registered with Ofsted: 25/03/2026 Registers: EYR, CCR, VCR Registered person: Young World Leisure Group 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

Leaders establish a highly positive culture, where consistent routines and high expectations help children feel safe, confident and ready to participate. Practitioners build warm, respectful relationships with children and use clear, consistent strategies to help them understand expectations from the beginning of each day. For example, children create and revisit 'Billy's Rules' with their group. They respond positively to praise and confidently follow instructions that keep themselves and others safe. As a result, children of all ages and stages behave exceptionally well and demonstrate positive attitudes towards engagement and play.

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Behaviour, attitudes and establishing routines Strong standard

Practitioners skilfully support children to collaborate, listen attentively and regulate their behaviour through engaging activities and well-established routines. For example, children take turns during parachute games and listen attentively during storytelling. They share ideas while building forts and confidently explain the rules of games to others. Practitioners use positive language, visual prompts and praise to reinforce expectations. They adapt their approaches to support children, who need additional help to engage or manage their emotions. This enables all children, including those with special educational needs and/or disabilities and those who may face barriers to engagement and/or wellbeing, to participate successfully alongside their peers.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote regular attendance by providing an exciting programme of activities that children and families value. They share timetables with parents in advance, so children and parents know what to expect. Leaders follow up any unexplained absences to reinforce the importance of attendance. Consistent staffing, predictable routines and carefully managed transitions help children develop confidence, independence and resilience. These embedded routines support children to thrive in a calm, inclusive environment.

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Children's welfare and wellbeing Strong standard

Leaders create a caring environment, where children's physical, emotional and personal wellbeing are consistently prioritised. Practitioners develop warm, secure relationships with children and use their detailed knowledge of children's individual needs to provide responsive care and reassurance throughout the day. For example, children who are anxious when they arrive are supported with visual timetables, staff photos and regular check ins. This helps children settle quickly, feel emotionally secure and participate confidently in activities. As a result, children develop confidence, resilience and a strong sense of belonging.

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Children's welfare and wellbeing Strong standard

Practitioners establish effective routines that promote children's health, safety and independence. For example, they monitor lunch boxes discreetly to ensure children have sufficient healthy food. Leaders operate a strict no-nuts policy to protect children with allergies and supervise snack times so children eat safely. Early years children confidently self-register, follow visual timetables and make choices throughout the day. Older children collaborate to solve problems. They develop physical skills through activities, such as archery and cricket, and strengthen their independence through purposeful play. These experiences help children make healthy choices, develop physical confidence and enjoy learning alongside their friends.

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Children's welfare and wellbeing Strong standard

Leaders ensure children have meaningful opportunities to make decisions about their day by choosing between active and quieter experiences, such as rounders or fort building, and basketball or theatre practice. Practitioners encourage children who are reluctant to join activities by offering choices and adapting support to meet their individual needs. These experiences support children to develop increasing independence, manage their emotions successfully and thrive in an environment, where they feel safe, valued and included.

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Inclusion Strong standard

Leaders establish a highly inclusive culture, where all children are welcomed, valued and supported to participate fully in camp life. They work closely with parents to understand children's individual needs before they attend. They use this information to plan personalised support from the outset. Practitioners receive clear guidance about children's needs and confidently adapt their practice to reduce barriers children may face. As a result, children settle quickly, feel emotionally secure and access the same opportunities as their peers.

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Inclusion Strong standard

Practitioners know children well and make thoughtful adaptations that enable all children to engage successfully. For example, they use visual timetables, staff photos, fidget toys and a calm, comforting approach to support children who are anxious or find transitions difficult. Leaders adapt activities to match children's age, stage of development and individual needs. For example, they modify basketball activities for younger children and support pre-school children to participate confidently alongside older children. These well-considered adjustments help children regulate their emotions, build confidence and remain engaged in meaningful experiences throughout the day.

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Inclusion Strong standard

Leaders monitor the effectiveness of their inclusive practice through ongoing communication with families and careful observation of children's experiences. They respond quickly when children or parents need additional reassurance, checking in regularly and adapting support where necessary. This means children with special educational needs and/or disabilities, those attending for the first time and those who may face barriers to engagement and/or wellbeing flourish alongside their peers. Leaders' inclusive practice makes a demonstrable difference to children's experiences. This helps ensure every child belongs, participates confidently and thrives from their individual starting points.

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Leadership and governance Strong standard

Leaders responsible for governance provide ambitious and highly effective leadership that places children's experiences, safety and wellbeing at the heart of every decision. Although leaders successfully establish a new camp with rigorous systems and consistent routines that support practitioners to provide high-quality experiences from the outset, these do not yet lead to transformative outcomes for all children. Leaders evaluate the effectiveness of the provision and refine practice where necessary. For example, they embed static staffing, so practitioners always stay with the same group throughout the day. Leaders have structured daily routines that support early years children's independence and smooth transitions. As a result, children quickly settle, feel secure and engage confidently throughout the day.

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Leadership and governance Strong standard

Leaders responsible for governance invest significantly in practitioners' professional learning and expertise. Practitioners complete induction and mandatory training before working with children and benefit from ongoing coaching, observations and specialist training. Activity codes of practice, structured guidance and clear career progression enable practitioners to deliver engaging experiences confidently and consistently. Practitioners feel well supported and understand leaders' high expectations. This results in consistent positive experiences for children across the camp.

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Leadership and governance Strong standard

Leaders establish highly effective partnerships with parents, schools and the wider community to enhance children's experiences and reduce barriers to participation. They communicate effectively with families, respond sensitively to individual circumstances and adapt provision to meet children's needs. Leaders use a range of robust systems, including digital registration, consistent information sharing and a universal approach to inclusion, so all children have equal access. This helps to ensure practitioners have the knowledge they need to support all children successfully. This means leaders create a culture where children feel safe, valued and included, and where practitioners consistently help children to belong, achieve and thrive.

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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 are warmly welcomed by practitioners, who know them well. They quickly settle into their groups, and eagerly explore the activities on offer with their parents before they confidently say 'goodbye'. Children feel safe and valued because practitioners create a welcoming, family atmosphere, where everyone is included from the moment they arrive. Those attending for the first time are supported sensitively to settle, make friends and become part of the group. Parents value the friendly, well-organised environment and appreciate the clear communication. This helps children attend regularly and look forward to returning.

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

Children enjoy an exciting range of experiences that encourage them to be active, creative and adventurous. They enthusiastically take part in activities they may not usually experience, such as archery, go-karting, arts and crafts and the aqua slide. Younger children confidently explain the rules of games, listen attentively during stories and follow instructions that help keep them safe. Older children collaborate to build forts, perform in talent shows and take part in 'Mini Olympics'. This helps develop children's confidence, resilience and positive relationships. These experiences help children develop the knowledge, skills and confidence they need for their future learning.

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

Children with special educational needs and/or disabilities, and those who may face barriers to engagement and/or wellbeing thrive alongside their peers. Practitioners know children well and make thoughtful adaptations, such as using visual timetables, fidget toys and personalised reassurance. This helps children feel calm and engaged. Children choose between energetic and quieter activities according to their interests. This helps children develop independence, make decisions and regulate their emotions. As a result, all children form secure relationships, build lasting friendships and flourish in an environment, where they feel confident to be themselves.

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Address:

St. Olaves Grammar School Goddington Lane Orpington BR6 9SH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Young World Leisure Group Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:30

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Next steps

Leaders responsible for governance and designated leaders should continue their excellent hard work to ensure transformational outcomes for all children, in particular children with special educational needs and/or disabilities and those who may face barriers to learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders responsible for governance, designated leaders, practitioners, children and parents 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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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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