Barracudas Hemel Hempstead

Barracudas Hemel Hempstead

Unique reference number (URN): 2824357 Address: Abbots Hill School, Bunkers Lane, Hemel Hempstead, HP3 8RP Type: Childcare on non-domestic premises Registered with Ofsted: 08/01/2025 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 and staff foster a harmonious and respectful culture, where children consistently follow rules, routines and staff instructions. Clear behaviour agreements help children understand expectations and contribute to the smooth and effective running of the camp.

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Behaviour, attitudes and establishing routines Strong standard

Staff know children exceptionally well and build secure, positive relationships. They organise children into groups that reflect their age and stage of development, helping children feel secure, develop friendships and build a strong sense of belonging. Children treat each other with kindness and have opportunities to make new friends. Staff plan activities that reflect children's individual needs, interests and developmental stages, ensuring they remain engaged throughout the day.

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Behaviour, attitudes and establishing routines Strong standard

Staff manage transitions extremely well. They provide clear instructions and maintain children's safety as they move between activities. Walkie-talkies enable staff to communicate effectively and maintain oversight across the camp, while staff position themselves at the front and back of groups as they transition. Leaders adapt routines for younger children, allowing sufficient time for transitions, including changing after swimming.

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Behaviour, attitudes and establishing routines Strong standard

Leaders work closely with families to promote regular attendance. The wide range of engaging activities encourages children to attend regularly, while robust systems ensure leaders follow up promptly when children are absent.

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Children's welfare and wellbeing Strong standard

Leaders and staff place children's welfare and wellbeing at the centre of their work. They regularly review and refine policies and procedures to maintain the highest standards. Staff create a welcoming environment and respond promptly and sensitively to children's needs, which helps them to feel safe and secure. They support children to regulate their emotions and promote positive wellbeing. A strong key-person system supports younger children and those with special educational needs and/or disabilities, helping them develop secure attachments and a sense of belonging.

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Children's welfare and wellbeing Strong standard

Leaders complete rigorous risk assessments for activities and provide appropriate safety equipment, including helmets and suits for go-karting. Highly effective systems for managing accidents, injuries and allergies enable leaders to identify patterns, reduce risks and consistently improve safety.

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Children's welfare and wellbeing Strong standard

Leaders and staff have effective arrangements in place to promote children's safety and healthy eating. Staff check lunch boxes on arrival to ensure food is appropriately prepared and remove any items that may present a choking risk, informing parents where necessary. Effective handwashing routines are embedded, and staff encourage children to make healthy choices and support parents to provide suitable portions and nutritious food. Staff sit with children during mealtimes to ensure their safety and promote positive behaviour and manners, supporting their social skills.

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Inclusion Strong standard

Leaders promote a highly inclusive culture at the camp. They act swiftly to identify and remove barriers that may affect children's participation. Staff gather detailed information about children that face barriers to their learning or with special educational needs and/or disabilities (SEND) during the booking process, ensuring they understand children's individual needs and the adaptations required before they attend. Families can access an inclusion tour before attending, enabling staff to identify potential barriers and make appropriate adjustments.

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Inclusion Strong standard

Leaders and staff work closely with parents and, where appropriate, schools and external professionals to develop targeted support plans. They provide one-to-one support for children, who require this, and work with the local authority to secure additional funding. Where possible, they maintain continuity by using the same support staff as children have in their educational setting.

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Inclusion Strong standard

Staff build positive relationships with children with SEND and maintain high expectations for their participation. They use effective strategies, including now-and-next boards, timers, sensory resources and calm spaces to help children regulate their behaviour. Staff consistently and systematically adapt and amend play opportunities to ensure that children that face barriers to their leaning are continually supported. This helps children to remain fully engaged and make the most of their time at the camp. Relevant training equips staff to provide consistent and effective support.

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Leadership and governance Strong standard

Leaders set high expectations for children, staff and the quality of provision they deliver. They demonstrate a strong commitment to continuous improvement and use the organisation's values, particularly 'innovation', to evaluate and develop provision. They respond effectively to the changing needs of children and families. For example, after lowering the minimum age, leaders consulted staff, recruited early years specialists and reviewed provision to ensure younger children received appropriate support. They recognise that younger children benefit from consistent adults and introduced stable staffing arrangements to strengthen relationships and continuity. Regular audits provide leaders with clear oversight of provision, including the quality of activities and staff interactions. Leaders use findings to identify improvements and provide targeted support.

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Leadership and governance Strong standard

Leaders follow robust recruitment, induction and suitability procedures. They complete appropriate checks and review staff performance thoroughly. Comprehensive induction and mandatory training prepare staff for their roles. Leaders pair new staff with experienced colleagues and provide targeted support and clear development plans where needed. Staff have clear opportunities for progression. They promote staff wellbeing through recognition, development opportunities and support from head office.

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Leadership and governance Strong standard

Leaders actively seek parents' views through surveys, feedback forms and the parent app and use this information to improve provision. Their reflective approach and robust monitoring systems demonstrate a sustained focus on improving experiences and outcomes for children.

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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 are warmly welcomed by staff in a well-organised reception area. Staff gather key information before children begin their day, including allergies, dietary requirements and individual support needs. They use this information to plan appropriate support and ensure each child receives the care they need. Children also create 'All About Me' postcards, helping staff and peers learn about their interests and personalities.

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Inspector:

Emily Woodhead Children enjoy a wide range of varied and stimulating experiences at the camp. They access high-quality facilities and take part in a wide range of activities, including go-karting, archery, swimming, creative activities and physical games. Staff adapt activities effectively so that children of different ages and children with special educational needs and/or disabilities can participate fully. They adjust equipment, spaces and activities to meet individual needs, such as providing smaller go-karts and adapting performing arts activities. Children make choices about the activities they join and develop independence as they explore the different spaces. Their base rooms provide books, construction materials, creative resources and calm areas, giving children opportunities to relax and pursue their interests.

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Inspector:

Staff support children to develop healthy lifestyles and a broad range of skills. Active play sessions, linked to 'The Gruffalo', develop children's physical skills as they roll like snakes, jump like kangaroos and practise throwing and catching. Staff model turn-taking and positive interactions, helping children build confidence and self-belief. Creative activities, such as making jellyfish linked to the underwater theme, encourage children to use their imagination and express their ideas.

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Inspector:

Leaders consistently help children understand and express their emotions, supporting them to manage their feelings and behaviour independently. Children develop positive relationships, learn to work collaboratively and build teamwork skills with both new and existing friends. This supports children to consistently achieve well from their starting points.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, staff, parents 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:

Abbots Hill School Bunkers Lane Hemel Hempstead HP3 8RP

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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 - 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.

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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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