PH Camps - Stonar School

PH Camps - Stonar School

Unique reference number (URN): 2828234 Address: Stonar School, Coombe Lane, Atworth, Melksham, SN12 8NT Type: Childcare on non-domestic premises Registered with Ofsted: 04/02/2025 Registers: EYR, CCR, VCR Registered person: PH Camps 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

Leaders have created a positive environment. They have high expectations for children's behaviour, which they clearly discuss at the beginning of the session, ensuring everyone understands. Relationships between staff and children are respectful. If altercations do occur, which is rare, children respond positively to staff's interventions and quickly resolve the issue.

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Behaviour, attitudes and establishing routines Expected standard

Children are generally very kind to each other, with all ages of children joining in and playing together. They cheer each other on with they succeed in sports games. Children companionably sit together and chat during mealtimes. For example, at snack time children discuss with each other what school they attend and what year they are in. Those that attend the school, where the club is being held, helpfully share information about the school, and what is available. Children play many games that involve turn-taking, such as running races and card games. This supports children to learn to collaborate, get along and cheer each other on.

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Behaviour, attitudes and establishing routines Expected standard

Leaders communicate well with parents and carers before children start. They give them information on the club, including what children need to bring, such as healthy lunches and snacks. Leaders inform parents of the importance of letting them know in a timely manner if their children are booked in and will not be attending.

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Children's welfare and wellbeing Expected standard

Staff ensure children have a sense of belonging at the club, even though they only attend for a short time. For example, they ensure resources are readily accessible, so children can easily see what is available. Staff bring children together once everyone has arrived. They explain what the routine of the day is and what activities are available, so everyone feels part of the club. Children enjoy the familiar routines, knowing when they are going outside and when it is snack time. This helps to give children a high sense of wellbeing.

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Children's welfare and wellbeing Expected standard

Children learn positive hygiene practices, and are mostly independent. For example, they know to wash their hands before independently getting their lunch from their bags. They are beginning to learn routines for their health and wellbeing, and to keep themselves safe. However, staff do not consistently encourage children to understand how to keep themselves safe in the sun, for example, by wearing hats.

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Children's welfare and wellbeing Expected standard

Children have many opportunities to be physically active. They play a mixture of structured sports games and general running around games, such as tag. Children enjoy this and are included, regardless of their sporting abilities. If children do not want to join in with the games on offer, staff encourage them to play something they enjoy. For example, when children are running around playing tag, others stand back. Staff notice this and get them involved in another game they want to play. Children receive encouragement to look after themselves and have several drinks of water in hot weather.

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Inclusion Expected standard

Children feel included at this caring holiday club. Staff work hard to ensure the children from the different schools get to know each other. For example, they join in their games and help them all to be involved. Staff gather and review information about each child before they start. This ensures leaders and staff understand any medical needs, allergies or extra support children may need.

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Inclusion Expected standard

All children, including those with special educational needs and/or disabilities and those that may face barriers to their engagement, are well included. Children who speak English as an additional language feel part of the group, as staff communicate in different ways, such as through physical demonstrations and using translation support. This ensures these children understand and are fully included. Staff communicate with parents and carers. This ensures staff know children well and how to support their different needs.

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Inclusion Expected standard

Children are typically all well included. However, at times, when louder children dominate, staff do not consistently notice younger children and support them to join in as much as they could be. However, on the whole children have a very positive experience at the club.

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Leadership and governance Expected standard

The club has an effective strategic leadership team. Leaders know how they want the clubs to run and have policies and training in place to support this. They have effective processes, including detailed forms that parents and carers complete. This helps to typically ensure staff know children well before they attend, and all children, including those with special educational needs and/or disabilities, are well supported. For example, strategic leaders ensure the group leaders have access to these forms and know about the differing needs of all the children in that day. However, groups leaders do not consistently pass this information on to the staff team. This means that not everyone is consistently aware of all children's differing needs, and could result in children struggling because their needs are not being met.

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Leadership and governance Expected standard

Staff feel very supported by the leadership team and their workload is manageable. They have regular check-in meetings to check everything is fine. The leadership team provide staff with regular professional development opportunities, including apprenticeships. Staff are very knowledgeable around safeguarding. They have effective designated safeguarding leads, who they feel very confident in running any queries by.

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Leadership and governance Expected standard

Leaders have close links with the host schools, ensuring they are able to be flexible when needed. For example, with the recent hot weather, the club has been making use of the school's air-conditioned library, to support children and staff's wellbeing and comfort.

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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 enjoy coming to this friendly holiday club. They confidently say goodbye to their parents and carers and quickly become engaged in activities. Staff greet children warmly, clearly happy to see them. Children feel safe and secure, as they know the routines of the day. They happily line up when it is time to go outside and wash their hands before snack. Children receive encouragement and support to join in with the activities on offer, such as structured sports games and crafts. They also have time for free play. Children form friendships across the different age groups. They learn to be kind and tolerant of each other.

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About this setting

Unique reference number (URN): 2828234 For example, older children assist younger children in games, such as football and card games, gently supporting them to succeed. Typically, staff support all children well to be included, join in and form friendships.

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About this setting

All children, including children known to social care, those with special educational needs and/or disabilities and those who speak English as an additional language, are included thoughtfully throughout the day. Staff adapt their approach by giving clear instructions to ensure all children understand and can join in alongside their friends. Children are kind to each other and behave very well. They receive reminders of the club's rules when they come together, when everyone has arrived. Children talk about using 'kind hands' and feet, and staff gently remind them of these rules, if needed, throughout the day. Children and staff show each other respect. Staff stop and listen to children, showing an interest in what they have to say. They join in with the many activities on offer, helping children with craft, instigating sports games and playing cards.

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Next steps

Leaders should consistently ensure all children are noticed and included, particularly quieter children. Leaders should support children to make healthy choices around their health and wellbeing, such as choosing to wear hats when outside. Leaders should ensure information about children is consistently shared with all staff each day.

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About this inspection

The inspector spoke with leaders, staff 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:

Stonar School Coombe Lane, Atworth Melksham SN12 8NT

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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 - 17:00

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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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