Active Camps at Summer Fields

Active Camps at Summer Fields

Unique reference number (URN): 2827510 Address: Summer Fields School, Mayfield Road, OXFORD, OX2 7EN Type: Childcare on non-domestic premises Registered with Ofsted: 30/01/2025 Registers: EYR, CCR, VCR Registered person: Oxford Spires Language School Ltd

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Expected standard

Children show that they are happy, settled and at ease while attending the club. Staff help children to build positive relationships by playing games with them, encouraging conversations and mixing age groups in ways that support cooperation. Staff, overall, act as positive role models and teach children the club's rules at the start of each session. However, at times, staff do not give children clear explanations about why certain rules matter, such as why they need to sit safely on chairs. This does not consistently help children to understand why rules are in place.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders have routines in place to report any incidents of poor behaviour and make sure information is passed on to parents and carers. Children respond well to praise and encouragement, which is clear during activities such as creating superhero shields in arts and crafts. These moments help children to feel proud of their efforts and stay engaged in learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff know children well and talk confidently about their interests, friendships and how they have settled into the club. Children, including those with special educational needs and/or disabilities or other barriers to their engagement, receive support that helps them take part in all activities. This inclusive approach ensures every child feels involved and valued. Attendance is well monitored by staff and leaders.

p.2

Children's welfare and wellbeing Expected standard

Leaders and staff support children's wellbeing by creating a safe and friendly space, where children play together and enjoy a range of activities. Children enjoy a wealth of activities outside. For example, children take part in ball games with hoops and soft balls, which help them to practise their coordination and play cooperatively.

p.2

Children's welfare and wellbeing Expected standard

Staff maintain hygiene routines well. Children wash their hands before eating. Staff supervise mealtimes effectively ensuring that staff with paediatric first-aid knowledge are available. Children sit together at the table, eat calmly and understand why they cannot share food, especially when friends have allergies. Staff engage with children well overall during snack and mealtimes. They remind them to drink water, though they do not consistently support children to understand how healthy eating contributes to their overall health and fitness.

p.2

Children's welfare and wellbeing Expected standard

Leaders promote inclusive welfare and wellbeing by making sure every child feels safe and supported. Children of all ages, including those with special educational needs and/or disabilities or other barriers to their engagement, show that they trust staff and feel secure. They build positive relationships with adults and their peers, which helps them to settle, join in activities and enjoy their time at the club.

p.2

Inclusion Expected standard

Leaders and staff promote an inclusive club, where every child's needs are recognised from the start. They gather information from parents and carers when children join. This helps them to understand what each child may need to feel settled and confident. Leaders generally understand the importance of working in partnership with other professionals. They liaise with them, when appropriate, to support children's welfare and ensure consistent approaches.

p.3

Inclusion Expected standard

Leaders and staff have high expectations for all children, including those with special educational needs and/or disabilities (SEND) or other barriers to their engagement or wellbeing. Staff use daily interactions to notice when children need extra help and respond in ways that reduce barriers. Children with SEND receive attentive support that helps them feel comfortable in the club environment. Staff encourage children's independence through simple routines, such as filling water bottles or choosing resources. This helps all children to build confidence.

p.3

Inclusion Expected standard

Children with SEND benefit from clear instructions, smaller steps and resources that help them understand routines and expectations. Staff respond sensitively to children's emotional needs and help them manage frustrations. They guide children through interactions with peers and encourage positive engagement. Staff adapt their approach so every child feels included and able to participate.

p.3

Inclusion Expected standard

Younger children and those new to the club receive steady support to help them settle into arrival routines and become familiar with the environment. This inclusive approach helps every child feel valued and able to take part.

p.3

Leadership and governance Expected standard

Leaders have a clear understanding of what the club does well and what needs further attention. They recognise where some staff practice needs closer support to help develop their skills. Leaders understand their responsibilities for safer recruitment. They ensure every staff member has the right checks and the skills needed to work with children safely.

p.3

Leadership and governance Expected standard

Staff say they feel supported by leaders and that their workload is manageable. They have regular access to professional learning and training that helps them understand their roles and responsibilities. Leaders regularly meet with staff individually and create an environment, where staff wellbeing is valued. Through effective leadership and governance, the setting maintains a culture, where staff feel supported, children feel safe and families feel included.

p.3

Leadership and governance Expected standard

Partnerships with parents and carers are well established. Parents speak positively about the experiences their children receive. They feel reassured that staff care for their children and help them enjoy their time at the setting. Parents describe staff as approachable and friendly. They appreciate the information shared about what their children will be doing each day.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children arrive at the club happy and ready to join in. Staff greet children and parents and carers with warmth, which helps everyone to feel welcome. Children separate from their parents without worry and move straight into their play and exploration. Their excitement is clear as they choose activities, talk with friends and settle quickly at the club.

p.4

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

Children experience a wide range of activities that complements their development and enjoyment throughout the day. They take part in creative play, where they make superhero shields. This helps to refine their small-physical skills through colouring, painting and designing. These experiences help children to express their ideas while developing control and precision.

p.4

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

Children have repeated opportunities to be physically active during their time at the club. For example, children of all ages participate in swimming sessions, where they build confidence in the water and practise safe movement. Outdoors, children explore adventure playground equipment. They climb, balance and navigate obstacle courses that extend their coordination and encourage them to move their bodies in a variety of ways.

p.5

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

The environment is welcoming and thoughtfully prepared with resources that spark children's interest. Areas for construction play, role play and imaginative exploration are set up so children can make choices about what they would like to do independently. Children across all age groups show they have developed positive friendships. Younger children hold hands, invite peers into their play and share resources, while older children laugh, work together and engage in group challenges.

p.5

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

Children, including those with special educational needs and/or disabilities or other barriers to their learning or wellbeing, generally receive effective support from staff, who understand their individual requirements. For example, children who do not wish to participate in all of the dancing activities, receive support to play in a quieter space with construction. This enables children to join group activities at their own pace. Older children enjoy activities designed to extend their knowledge and skills, such as kayaking, whittling, archery and shelter building. These opportunities encourage teamwork, resilience and a sense of achievement.

p.5

Next steps

Leaders should build staff's confidence in consistently helping children to understand the importance of healthy routines, especially around healthy food choices for their bodies. Leaders should provide staff with more targeted support to strengthen their practice that enables children to understand why rules are in place.

p.5

About this inspection

The inspector spoke with leaders, staff, children, parents and carers and the designated safeguarding lead during the inspection.

p.5

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.

p.5

Address:

Summer Fields School Mayfield Road OXFORD OX2 7EN

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Oxford Spires Language School Ltd

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:15 - 18:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

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 .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8