Henlow Premier Holiday Camp

Henlow Premier Holiday Camp

Unique reference number (URN): 2798909 Address: Henlow Church Of England Academy, Church Road, Henlow, SG16 6AN Type: Childcare on non-domestic premises Registered with Ofsted: 26/06/2024 Registers: EYR, CCR, VCR Registered person: AJK Sports 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

A harmonious and respectful culture is embedded at the club. All children behave impeccably. Expectations of the club's values and rules are clearly understood by all staff and children. For example, they spontaneously thank their peers who hold open the door as they pass through. Leaders and staff consistently demonstrate and explain their expectations related to behaviour, so that children independently demonstrate consistently positive behaviour without prompting.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff consistently praise effort & skill. Children have developed strong, healthy relationships with staff and their peers. As a result, they are highly responsive when staff support them to improve their sporting skill.

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Behaviour, attitudes and establishing routines Strong standard

Children know the routines very well as they are consistent. This enables the success of the activities, even those which are more ambitious or physically challenging.

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Behaviour, attitudes and establishing routines Strong standard

Leaders' powerful focus on attendance and punctuality is reinforced by staff's motivational engagement with families. Therefore, children attend regularly, arrive on time and maintain overwhelmingly positive attitudes to learning. Children demonstrate inspiring resilience, confidence and readiness for the activities offered.

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Children's welfare and wellbeing Strong standard

Leaders and staff consistently promote the values of the club. They have created a welcoming and safe space, where children feel secure, enjoy play and social activities. Both indoors and outdoors, children develop their physical skills, running, jumping and throwing balls, which strengthens their coordination, stamina and physical confidence and supports their overall wellbeing through active play.

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Children's welfare and wellbeing Strong standard

Leaders have ensured that policies, procedures and practices are effective. Staff support children to keep themselves safe. Mindful of the extremely hot weather, staff ensure that regular reminders are given to help children to stay healthy, cool and protected from the sun. Children demonstrate independence in self-care and hygiene habits.

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Children's welfare and wellbeing Strong standard

Leaders and staff have a comprehensive knowledge of the children who attend and are highly responsive to what children say. For example, when there are changes to children's health that the children tell staff about, leaders make plans to talk to parents about how they can support further, to ensure that the child's needs continue to be met while in the care of club staff. Leaders and staff have a secure understanding of the impact that family circumstances can have on a child's emotional wellbeing and how best to support these children.

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Children's welfare and wellbeing Strong standard

Well-structured routines support children's healthy habits and emotional wellbeing. Leaders focus on children's wellbeing and engagement and so concentrate on supporting them well. The key-person system is highly effective, and the youngest children form strong bonds with staff. They become highly familiar with the routines. Children with special educational needs and/or disabilities feel safe and secure, separating from their parents and carers as they arrive and know who or what can help them to regulate their feelings independently. This is the result of a responsive and established settling-in process that provides consistent routines and familiarity for children.

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Inclusion Strong standard

Leaders know the cohort of children, and their needs, exceptionally well. Before children attend, leaders collect information from parents about children's medical needs and special educational needs and/or disabilities (SEND). This means that staff are empowered to plan for meeting children's needs and anticipating adaptions that may be necessary for children, especially those who are disadvantaged and/or with SEND.

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Inclusion Strong standard

Inclusive practices are evident when staff seamlessly and consistently adjust their approach and, where necessary, features of the activities planned, which make a significant difference to children's experiences and enjoyment of the club's offer. They expertly use their initiative, when they identify that children might be overstimulated or struggling in some aspect of the focused activity. For example, older children diagnosed with SEND who become dysregulated are offered a new activity or lead role to support members of staff to score during team games.

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Inclusion Strong standard

Younger children and/or those who lack confidence are included in all activities, regardless of their level of skills, and reassured through the activity they are engaged in.

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Inclusion Strong standard

All staff consistently deliver support for children to a very high standard. This means that all children, especially those who may face barriers to their wellbeing, feel valued and sustain high levels of engagement, stay motivated and take part enthusiastically in team games alongside their peers.

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Leadership and governance Strong standard

Leaders are highly reflective, making sustained changes to provision that benefit staff's wellbeing and the children who attend. They use detailed analysis of the setting's strengths to identify areas for improvement. For example, leaders use internal assessment, where staff feedback is a contributing factor. Action points for areas of improvement are linked to areas of the framework so that the impact can be measured and validated.

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Leadership and governance Strong standard

Leaders have in-depth knowledge of policy changes that will impact their provision. They ensure that any changes to legislation or requirements are addressed before they are due to be implemented. They work hard to identify ways to ensure that children will benefit from these changes, keeping children as the focus of everything they do.

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Leadership and governance Strong standard

Leaders have high expectations of staff. There is a culture of continuous improvement. Staff feel supported by leaders to deliver consistently high levels of practice across the club. They support staff's workload, as they all work towards higher qualifications. Continuous training, discussions, reflection and consistent support from leaders result in highly motivated staff, who create the best possible experiences for children. Ongoing and meaningful engagement with parents and carers ensures that they are aware of what their children are doing. This results in trusting and open communication to help children to 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 confidently take part in a vast range of exciting activities, developing their physical, social and collaborative skills. Well-skilled staff support all children to join in, helping to

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Inspector:

Claudia Lambert reduce barriers to learning and ensuring everyone can succeed. Children spend long periods engaged in sports and activities that leaders have planned with an innovative spin. As a result, children build independence and confidence, developing valuable and transferable skills that will benefit them in the future.

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Inspector:

Children feel happy and relaxed throughout the day. Staff instruct and guide children, when needed, but encourage independence and decision-making, helping them progress from their starting points in individual sports and when they engage in team games.

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Inspector:

Children develop healthy, positive relationships with peers and staff. They listen attentively to instructions, cooperate extremely well during team games and support each other when the scores do not go their way. Leaders gather children's opinion about activities and other aspects of the club's offer, ensuring their interests and preferences are reflected in future sessions. Families are welcomed, and staff value their feedback about the club's offer and how they can further support children's needs. Leaders monitor attendance closely and follow up with parents and carers if children do not arrive promptly, helping every child take part in the holiday club.

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Inspector:

Children feel included. Staff are quick to recognise and celebrate children's achievements in all areas of development, respond to their interests and support their individual needs with notable sensitivity. This creates a safe and welcoming environment, where children are very well supported to succeed.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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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.

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Address:

Henlow Church Of England Academy Church Road Henlow SG16 6AN

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Address:

Type: Childcare on non-domestic premises

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Address:

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

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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