TP Camps

TP Camps

Unique reference number (URN): 2831133 Address: Collis Primary School, Fairfax Road, Teddington, TW11 9BS Type: Childcare on non-domestic premises Registered with Ofsted: 14/02/2025 Registers: EYR, CCR, VCR Registered person: Dowsett, Paul

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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 show a thorough understanding of group rules for behaviour as they eagerly recite them each morning during group time. For instance, they explain the importance of using 'kind hands' and to remember to share the toys. Children act in very positive ways. Staff manage children's behaviour very successfully. They use a range of auditory cues, such as bells and visual prompts and gestures, to signal changes to the routine. This supports children to act in calm and orderly ways as they line up to wash their hands for lunch. Staff readily adapt routines to meet the needs of children with special educational needs and/or disabilities, and other vulnerable children. For instance, they give fidget toys to children with short attention spans to help them take part in routines.

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Behaviour, attitudes and establishing routines Strong standard

Children have warm, positive relationships with each other. They are very supportive towards new children and help them to find their way around. Children treat each other with care and respect. Children are happy, energetic and get fully involved in activities of their choice. They look forward to attending each day. Staff encourage parents to attend punctually so that children do not miss out on the day's activities.

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Children's welfare and wellbeing Strong standard

Children show high levels of independence skills. They skillfully remove lids from tubs and open packets from their lunch boxes. All children fetch their water bottles and sun hats when they go outdoors to play. Staff make any necessary adaptations to support children with special educational needs and/or disabilities (SEND). For example, they help children with SEND to put on their hats and shoes. Staff teach children the value of healthy routines, such as eating well. For instance, children make their own real fruit kebabs and staff teach them how vitamin C helps their bodies. This helps children to make healthy choices.

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Children's welfare and wellbeing Strong standard

Staff promote children's understanding of feelings in highly effective ways. For instance, they use zones of emotional regulation, a colour-coded system linked to different emotions. This helps children to identify how they are feeling and prompts staff to ask further questions about their moods and how to manage them well. Staff use a simplified version for younger children and read stories about different feelings to support their understanding further. This supports children to learn how to regulate their emotions successfully.

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Children's welfare and wellbeing Strong standard

Staff carry out comprehensive, continual risk assessments, indoors and outdoors, to protect children from harm. They have robust outings procedures, including high staff to child ratios and regular head counts. Leaders request risk assessments from places they plan to visit with children and this helps to inform their own risk assessments. This helps to provide high levels of protection from harm to children. Staff teach children how to act in safe ways. For instance, they teach children the importance of sun protection and ensure they are seated when eating. Staff closely supervise children at mealtimes to help keep children safe.

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Inclusion Strong standard

From the outset, staff have robust systems to identify if any child is in need of additional support. For example, a secure online booking system enables parents to provide detailed information about children, including any special educational needs and/or disabilities (SEND). They pay careful attention to any individual plans for children and use this information to inform how they adapt activities for children with SEND. For example, staff place children who need emotional regulation support in smaller groups to promote best outcomes.

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Inclusion Strong standard

Leaders use additional funding to provide one-to-one support for children with SEND and this helps children to fully access all activities in the setting. Staff observe children continually and will alert parents to any concerns they may have around their development. Staff advise parents to contact relevant health professionals for further guidance. Some staff have received training on supporting children with SEND and use this to inform their practice in highly effective ways.

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Leadership and governance Strong standard

Leaders have excellent relationships with parents. Parents speak very highly about the provision. They comment that the setting is like an extended family, staff are friendly and professional and their children love going there every day. Staff provide feedback to parents on children's activities and wellbeing through daily conversations and secure electronic messaging. They constantly exchange information on children's needs and interests with parents to provide the best care for them.

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Leadership and governance Strong standard

The staff team is highly qualified, a significant proportion of staff hold qualified teacher status, and they attend regular update training on safeguarding and paediatric first aid. Leaders spend a lot of time in the group and gain valuable insight into the quality of work of staff. Leaders check in with staff regularly by meeting with them to determine any support or training needs. They promote staff wellbeing by providing free tea and coffee, regular breaks and occasional snack treats. Staff say they feel valued and well supported in their roles. Leaders are committed to the continual development of high-quality provision. They review the provision continually and robustly and gather views from staff and children. This helps to determine highly relevant goals to build ongoing improvements.

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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 full of enthusiasm at this highly organised, stimulating setting. They have very warm, close relationships with staff, who value each child highly. Children settle quickly supported by pre-visits, where children and their families are warmly welcomed by staff. They learn about the setting and routines and new children build very positive relationships with staff. Young children feel a sense of safety and belonging as they are organised into small groups, supported by a well-embedded key-person system. This provides comforting

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About this setting

reassurance to children, who then quickly build confidence and readily engage in a plethora of inspiring activities.

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About this setting

Children thrive in this setting and thoroughly enjoy activities. Staff carefully adapt activities to meet the needs of children with special educational needs and/or disabilities, and other vulnerable children. Children skilfully steer go-karts around cones in the outdoor area and balance well on scooters. They enjoy facing different tasks as they confidently navigate wooden play structures. For instance, children learn to balance as they cross rope bridges and practise their jumping skills from low heights. Children take great delight in observing chickens and rabbits as they walk along nature trails supported by staff. They are highly enthusiastic about art activities and engage deeply in tasks. For example, they use different tools and materials to create colourful paper butterflies and proudly show their work to others. Children use a range of skills, such as kneading and rolling, to create models from

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About this setting

dough. They use high levels of imagination and problem-solving skills to create their own structures from tyres, crates and material. Children play very well together. For example, they take turns to transport each other in pull carts around the outdoor area. Children attend eagerly and punctually and make the most of their time at this excellent setting.

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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 disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, staff and children. She considered comments from 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. Unique reference number (URN): 2831133

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Address:

Collis Primary School Fairfax Road Teddington TW11 9BS

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:30 - 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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