Ultimate Activity Camps at The Dragon School

Ultimate Activity Camps at The Dragon School

Unique reference number (URN): 2785796 Address: Dragon School, Bardwell Road, OXFORD, OX2 6SS Type: Childcare on non-domestic premises Registered with Ofsted: 26/03/2024 Registers: EYR, CCR, VCR Registered person: The Ultimate Activity Company 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

Staff build warm, trusting relationships with children quickly. They know children well, including those who attend less often, and use kind reminders when children need support to meet expectations. Staff consider each child's age, stage and individual circumstances when they respond to them. For example, younger children receive gentle support to wait, share, manage disappointment and take part safely. Children learn to collaborate and get along with others through well-planned group games and shared activities. During a treasure-hunt activity, children follow clues, wait for each other to read the map and work together with enthusiasm. Staff model respect and use specific praise for displaying kindness, putting in effort and having a go. This helps children develop positive attitudes and confidence in the group.

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Behaviour, attitudes and establishing routines Expected standard

Staff have high expectations of behaviour. Children are very well behaved, listen to leaders and have good relationships with the staff. Staff know all the children regardless of how often they attend. Staff quickly address unsafe behaviour, kindly and safely, reminding children how to be safe. Adults model kind behaviour. They are polite and respectful to each other and the children.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well because adults set clear, commonly understood expectations. Good routines are well established for regular practices, such as lunchtimes, moving around the site, playtimes, arrival and going home. Children listen to staff, respond to familiar signals and follow instructions, for example by lining up, waiting for their turn and moving to the next activity. Staff promote punctuality and attendance through positive communication with parents. Leaders follow up on prolonged absences by telephone or email.

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Children's welfare and wellbeing Expected standard

Children receive attentive care that meets their individual needs. Key people know children well and build secure, responsive relationships with them quickly. Staff support children when they need help to take turns or try new experiences. Children with identified needs, including those with special educational needs and/or disabilities or those with barriers to learning and wellbeing, receive practical support from trusted adults and adapted resources, such as visual prompts, now-and-next boards or sensory resources, that help them understand routines and manage transitions. There are currently no enrolled children who access additional funding or are known to social care. However, leaders know how to support these children should they enrol.

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Children's welfare and wellbeing Expected standard

Children learn how to keep themselves healthy and safe through well-established routines. Staff use everyday opportunities to talk to children about health, safety and physical development. For example, staff explain how jumping on the inflatables helps to exercise children's muscles and warms up their bodies. Staff remind children to sit before getting on and off equipment so that they do not fall on the uneven surface, and they encourage them to drink water after exercise to stay hydrated. Children can explain that germs can make them sick if they do not wash their hands before eating and after activities. At lunchtime, children make healthy choices, serve their own food and ask for help when needed. Staff support independence and maintain calm eating routines. These consistent routines help children feel secure and develop confidence in managing their own wellbeing.

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Inclusion Expected standard

Leaders identify children's needs before they start at the camp as parents share information about their child, such as any barriers to learning or wellbeing, and strategies that help them. Staff work hard to get to know children as soon as they start. This means children receive support that helps them settle, understand routines and take part in activities. Children benefit from practical adaptations that reduce barriers to their participation. For example, staff use fidget toys and portable resources to help children regulate their emotions. Children who speak English as an additional language use pictures and now-and- next prompts to understand what will happen next. English lessons are available for children whose parents choose this support.

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Inclusion Expected standard

Children enjoy attending the camp because key people know them well and adapt support during the day. Staff notice when children need help to manage routines, wait, share or join group games. Leaders review what works through regular conversations with families and seasonal reviews. This helps staff check whether support is helping children to build confidence, relationships and independence.

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Inclusion Expected standard

Staff receive training in areas such as behaviour, self-regulation and autism, which helps them respond to children's individual needs. Leaders engage with families and, where available, schools and external agencies to shape children's support and opportunities. Leaders recognise that some higher-risk activities are not always accessible for children with more complex needs. They discuss this with parents before enrolment so that families understand what their children can access safely. Leaders now need to strengthen the provision further by reviewing activities that are not yet fully accessible, so that all children can participate as much as possible.

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Leadership and governance Expected standard

Staff are often newly appointed for the season. Leaders manage this well through robust recruitment, careful selection and a thorough induction. Staff are chosen for their relevant skills and experience, bringing useful knowledge to their roles. Leaders ensure that staff complete extensive training before they work with children, including training on safeguarding, first aid, behaviour, support for children with additional needs and how to use equipment safely. Staff receive ongoing support from leaders and more experienced colleagues. This helps them understand expectations quickly, use resources safely and build positive relationships with the children.

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Leadership and governance Expected standard

Leaders understand the setting's strengths and review provision regularly. The nominated individual and the team at the head office plan the timetable of activities, visit the site weekly and adapt arrangements when needed. Parents can access a wealth of information on the website about daily timetables and activities. They also receive a 7-day reminder about what their child needs, contact information and planned activities. This helps children arrive with what they need to take part safely, reduces uncertainty and helps them know what they will be doing. Leaders act promptly to support staff, such as by providing safeguarding training and reinforcing safety expectations. They make decisions in children's best interests, including those with special educational needs and/or disabilities or barriers to learning and wellbeing, and know how to access additional support if children need it.

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Leadership and governance Expected standard

Leaders consider staff wellbeing and workloads by providing supervision, open communication and access to senior leaders when staff need advice. Staff say that their workloads are busy but manageable and that someone is always available to help. Staff enjoy working at the setting and learning new activities.

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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 attending this well-organised summer camp. They feel safe, settled and welcomed because staff build warm relationships with them quickly. Children take part enthusiastically in a broad range of activities, including swimming, tennis, art, trampolining, storytelling, imaginative treasure hunts, group games and outdoor play. They access activities that they would not usually experience during the school day, which helps them learn new games and develop confidence in taking appropriate risks. Children make new friends as they share resources, play group games and enjoy being together. As a result, children behave well, collaborate positively and become increasingly independent.

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

Children benefit from staff who know how to keep them safe and support them well. Children experience consistent routines, clear expectations and safe use of equipment. Staff know children well and use their training to help children understand what to do, where to go and how to take part safely.

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

Children arrive prepared because parents receive clear information about timetables, activities and what children need each day. This reduces uncertainty and helps children know what they will be doing. Children with special educational needs and/or disabilities, those who speak English as an additional language and those with other barriers to learning receive practical support, such as visual prompts, adapted resources and help from trusted adults. This helps them settle, join in and build confidence.

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

Children benefit from a positive, inclusive environment where adults act quickly when they need help. They learn about health and safety through everyday routines, including handwashing, staying hydrated and safe movement around the site.

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Next steps

Leaders should strengthen the accessibility of planned activities so that inclusive adaptations enable all children to participate as fully as possible.

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About this inspection

The inspector spoke with leaders, staff 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. Fiona Procter

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Address:

Dragon School Bardwell Road OXFORD OX2 6SS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Ultimate Activity Company Ltd

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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. 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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