Barracudas Bushey

Barracudas Bushey

Unique reference number (URN): 2776338 Address: St Margarets School, Merry Hill Road, Bushey, WD23 1DT Type: Childcare on non-domestic premises Registered with Ofsted: 17/01/2024 Registers: EYR, CCR, VCR Registered person: Young World Leisure Group Limited

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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

Leaders create a calm and respectful culture, where children show consistently positive behaviour. Coaches model kindness, patience and clear communication. Children copy these behaviours and treat peers and adults with respect. They manage small conflicts well because coaches guide them through simple explanations and choices.

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Behaviour, attitudes and establishing routines Strong standard

Routines are deeply embedded. Children know what to expect at each point in the day and move smoothly between activities. They follow tidy-up rules, snack routines and safety expectations with confidence. Coaches reinforce messages consistently, which helps children feel secure and ready to engage. Children listen carefully during circle time, introduce themselves and share news. They remember previous routines, such as the Monday fire drill, and show pride in knowing what to do.

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Behaviour, attitudes and establishing routines Strong standard

Children show strong attitudes to engagement. They join in activities with enthusiasm and try new experiences, even when they feel unsure. Coaches support reluctant children sensitively and encourage them to take part in social games. Children cooperate during outdoor activities, practise physical skills and celebrate each other's successes.

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Children's welfare and wellbeing Strong standard

Leaders prioritise children's welfare and wellbeing throughout the day. Leaders and coaches create an open and positive culture, where safeguarding is everyone's responsibility. Children are made safer and feel safe. Leaders maintain strong systems that protect children and keep them safe throughout the day.

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Children's welfare and wellbeing Strong standard

Coaches build warm and trusting relationships that help children feel secure. Children talk openly to coaches and share concerns or questions. Coaches understand children's needs before they arrive, which supports smooth settling and strong attachments.

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Children's welfare and wellbeing Strong standard

Children wash hands before snack, sit safely while eating and drink water regularly. Coaches check allergens, monitor for signs of silent choking and ensure food is cut safely. They talk to children about healthy lifestyles and encourage rest when needed. Outdoor activities promote physical health and confidence. All coaches complete mandatory training and understand how to manage medical needs, allergies and emergency care plans.

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Children's welfare and wellbeing Strong standard

Children learn how to stay safe through daily routines. They follow handrail rules on stairs and understand why they cannot access poolside without safety equipment. Coaches teach online safety through age-appropriate activities and talk to children about healthy screen habits.

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Children's welfare and wellbeing Strong standard

Coaches support children's emotional wellbeing with care and sensitivity. They instantly notice when children need reassurance and respond calmly. Children develop independence by managing belongings, following routines and making choices about activities.

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Inclusion Strong standard

Leaders remove barriers quickly and effectively so that all children can enjoy the camp. They gather detailed information before children start, including medical needs, requirements for children with special educational needs and/or disabilities (SEND) and personal preferences. This helps coaches prepare adaptations and organise one-to-one support when needed. Leaders work closely with the SEND team, who liaise with parents and coaches to agree strategies that keep children safe and engaged.

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Inclusion Strong standard

Coaches use a robust approach to meet children's needs. They begin with universal provision and enhance it for individual children. Coaches use sensory resources, safe spaces and emotional regulation tools to help children settle. Activity plans include SEND adaptations, and coaches adjust games so that every child can take part. They manage triggers sensitively and help children stay involved through calm explanations and clear choices.

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Inclusion Strong standard

Leaders support children who may face wider barriers. They check attendance patterns, follow up absences and work with parents to understand any concerns. Coaches consider children who speak English as an additional language and adapt communication to help them feel confident. They ensure children who may be overwhelmed by transitions receive extra reassurance and predictable routines.

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Inclusion Strong standard

Leaders' inclusive practice makes a sustained difference. Children participate fully in camp life, including activities they may not usually access, such as swimming, go karts and archery. Parents value the thoughtful support and the way coaches help children flourish.

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Leadership and governance Strong standard

Leaders demonstrate clear purpose and high expectations for all children. They act in children's best interests and maintain strong oversight of the provision. They understand the setting's context well, including the needs of younger children following the recent age drop to 4. They adapt practice quickly and review the impact of changes through reflective discussions and feedback.

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Leadership and governance Strong standard

Leaders evaluate provision with precision. They analyse attendance trends, barriers to learning and booking patterns to anticipate needs. They work closely with area managers to ensure consistency. Leaders use professional forums to discuss changes and review impact. This highly reflective culture drives continuous improvement.

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Leadership and governance Strong standard

Governance is highly effective. Leaders maintain strong links between the camp and head office. They ensure coach suitability through annual declarations, medical checks and robust safer recruitment. They provide a 24 hour wellbeing line and free recognised training. Coaches feel valued and supported, and they act as positive role models.

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Leadership and governance Strong standard

Leaders engage parents thoughtfully. They gather detailed information before children start, follow up absences and work with families to agree care plans and adaptations. They share routines and activity cards so parents can support children at home. Leaders' actions have a strong impact. They transform the school into a camp quickly and create a safe, inclusive and well-organised environment. They deploy highly skilled teams, including lifeguards and coaches, to meet children's needs. They adapt provision for children with special educational needs and/or disabilities and ensure children access experiences they may not usually have.

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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 a warm, calm and highly organised environment, where they feel safe and ready to join in. They arrive confidently because coaches greet them with care and help them settle through familiar routines. Children place their fish pictures on the board to check in. They are able to share how they feel using simple emotion prompts. This helps them feel known and understood from the start.

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

Children enjoy a wide range of activities that build their confidence and independence. They concentrate on tasks, such as colouring sea creatures, drawing jellyfish and building train tracks. Coaches check in with them often, making sure they are happy and engaged. Children respond well to clear expectations and understand the rules because staff explain them simply and consistently. They practise these rules during circle time, snack and transitions.

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

Children belong because coaches include them in all aspects of camp life. They introduce themselves during circle time and greet the person next to them. They share news and talk about familiar routines, such as lunchtimes and breaks. Coaches model kindness and respect at all times, and children mirror this in their interactions. They work together during games, encourage each other and show pride in their achievements.

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

Children thrive because relationships are warm and secure. Coaches know children very well and understand their needs before they arrive. Children talk openly to coaches and ask questions, when they need reassurance. Coaches support friendships and help children manage emotions during small conflicts. Children feel safe because routines are predictable and transitions are smooth. They follow safety rules on the camp tour and understand how to keep themselves healthy during snack and outdoor play. Attendance is monitored closely, and leaders check on absent children to maintain strong habits.

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Next steps

Leaders should find ways to share the strongest leadership practices, including reflective systems, inclusive practice and staff development approaches, so they influence other holiday clubs and contribute to sector wide improvement.

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About this inspection

The inspector spoke with leaders, coaches, children and 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.

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Address:

St Margarets School Merry Hill Road Bushey WD23 1DT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Young World Leisure Group Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 06:00

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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

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 .

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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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