Maverick Holiday Camps

Maverick Holiday Camps

Unique reference number (URN): 2807745 Address: Millfield Cp School, Catshill Road, Walsall, WS8 6BN Type: Childcare on non-domestic premises Registered with Ofsted: 18/10/2024 Registers: EYR, CCR, VCR Registered person: Maverick Sport 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

Leaders ensure that staff meet before the club begins to review policies and procedures and plan the provision, with a clear focus on routines and behaviour management. Children quickly become familiar with the club's routines and generally demonstrate positive attitudes towards their play and interactions. Staff establish trusting relationships with children and provide consistent support that helps children of all ages, stages of development and those with special educational needs and/or disabilities to access activities successfully. They use calm interactions, praise and clear expectations to reinforce the club's rules and encourage children to make positive choices. Staff address incidents of unkind language or inappropriate behaviour promptly, helping children understand the impact of their actions and restore positive relationships.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children respond well to countdowns before transitions and move between activities with minimal disruption. Staff adapt routines, where needed, to reflect children's individual needs, supporting children to feel secure and prepared for changes throughout the session. Leaders also implement clear attendance procedures and share these with parents, promoting children's safety and wellbeing.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children enjoy the extensive outdoor environment, and staff remind them of expectations before they access these areas. However, the organisation of outdoor play is not always sufficiently planned. Children often run to the same area at the start of outdoor sessions, which can lead to disagreements and low-level disruption before staff intervene. More effective organisation of outdoor experiences would further promote cooperative play and support consistently positive behaviour.

p.2

Children's welfare and wellbeing Expected standard

Leaders plan the provision to promote children's wellbeing and ensure that staff build positive relationships with children from the outset. Staff know children's individual needs and respond sensitively to their emotional wellbeing. They observe children closely, recognise when additional reassurance or support is required and adapt their interactions accordingly. A designated key person for children in the early years foundation stage provides continuity of care and supports children to feel secure and settled.

p.2

Children's welfare and wellbeing Expected standard

Staff encourage children to recognise and regulate their emotions. They offer reassurance and respond calmly, helping children develop confidence and resilience. The environment is organised to support children's wellbeing, providing safe, welcoming spaces, where children can relax and engage in activities that interest them.

p.2

Children's welfare and wellbeing Expected standard

Leaders maintain a secure, clean and tidy environment through regular risk assessments and daily checks. Staff follow appropriate hygiene procedures and provide fruit that is prepared in line with current guidance. The club operates as a nut-free setting and shares information with parents and carers to promote healthy choices and support children's health. During snack times, staff supervise children appropriately. However, the organisation of snack time does not always ensure that younger children receive the level of support they need to promote independence and engagement.

p.2

Children's welfare and wellbeing Expected standard

Children benefit from regular access to outdoor spaces, where they develop their physical health through active play and begin to establish healthy lifestyles.

p.3

Inclusion Expected standard

Leaders recognise the importance of inclusion. They gather detailed information from parents, carers and school staff about children with special educational needs and/or disabilities, including any identified barriers to learning. Staff use this information to implement recommended strategies and adapt their practice to meet children's individual needs. They build positive relationships with children, enabling them to understand each child's interests, strengths and areas where additional support is required.

p.3

Inclusion Expected standard

Staff typically interact with children in ways that encourage them to access resources independently, develop their ideas and remain engaged in activities. They recognise when children require support to regulate their behaviour or emotions and respond calmly and sensitively. Quiet spaces within the environment provide children with opportunities to reflect, regulate and re-engage, when they are ready. Staff also encourage children to bring familiar comfort items or toys that help them feel emotionally secure.

p.3

Inclusion Expected standard

Leaders organise the environment so that resources are accessible to children of different ages and stages of development, enabling them to participate fully in the provision. They generally maintain regular communication with parents and school staff, sharing information about children's experiences, progress and any additional support required. As a result, staff provide mostly consistent approaches that promote continuity between the holiday club, home and school, helping children feel included, valued and supported.

p.3

Leadership and governance Expected standard

Leaders demonstrate an understanding of the provision and generally reflect on its effectiveness. They identify its strengths and areas for further development and use this knowledge to support ongoing improvement. Leaders maintain effective oversight of the club and provide staff with regular guidance and support throughout the year.

p.3

Leadership and governance Expected standard

Leaders implement appropriate recruitment and induction procedures to help ensure that staff are suitable to work with children. New staff complete mandatory induction training and access a structured programme of e-learning, enabling them to understand their roles and responsibilities. Staff also complete mandatory training to maintain their knowledge of key requirements. Before each holiday club begins, leaders hold team meetings to deliver training, share expectations and ensure that staff are fully prepared for the sessions ahead. This helps promote a consistent approach across the team.

p.3

Leadership and governance Expected standard

Leaders have established positive partnerships with school staff. They meet regularly to review the holiday club provision and share relevant information about children, including those with special educational needs and/or disabilities. This enables staff to understand children's individual needs before they attend and implement appropriate strategies from the outset. As a result, children receive consistent support across the school and holiday club, helping them to settle quickly and participate confidently in the provision.

p.3

Leadership and governance Expected standard

Parents and carers speak positively about the holiday club and value the welcoming relationships staff build with their children. They appreciate the regular communication from staff, which helps them feel well informed and supports effective partnerships that contribute to children's enjoyment and wellbeing.

p.4

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 this welcoming holiday club eager to join their friends and the wide range of experiences on offer. Staff greet children warmly, know them well and understand their individual needs, helping them settle quickly and feel secure. Children confidently follow familiar routines and move independently between the different areas of the provision. They choose from planned activities or request additional resources that reflect their interests, giving them ownership of their play and learning.

p.5

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

Children explore an inviting indoor environment, where resources are organised and readily accessible. They also make full use of the adjacent outdoor area, the school field and the forest, embracing opportunities for active play, exploration and discovery. In the forest, children work together to build dens, discussing ideas and agreeing how to organise their spaces. They gather natural materials, solve practical problems and cooperate with their friends as they develop their creations. Children show delight as they chase and pop bubbles, laughing together as they compete to create the largest bubbles.

p.5

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

Indoors, children enjoy quieter experiences, including drawing, playing board games and modelling with dough. They sustain their concentration, engage positively with their friends and immerse themselves in activities that capture their interests. Staff ensure that children's individual needs and preferences shape the provision, enabling every child to access activities that appeal to them. Quiet spaces provide opportunities for children to relax, reflect and regulate their emotions, when they need time away from busier activities.

p.5

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

Children form positive relationships with staff and one another, demonstrating confidence, independence and a sense of belonging throughout the day. Parents and careers speak highly of the club, describing how excited their children are to attend and how much they enjoy the varied experiences and caring environment the provision offers.

p.5

Next steps

Leaders should improve the organisation of access to the forest school and field, so that staff deploy effectively, children understand expectations and behaviour remains consistently positive. Leaders should strengthen the organisation and monitoring of snack time to ensure that children in the early years foundation stage receive consistently effective support.

p.5

About this inspection

The inspector spoke with leaders, staff, children, parents and carers 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

p.5

Address:

Millfield Cp School Catshill Road Walsall WS8 6BN

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 16:30

p.6

Facts and figures used on inspection

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

p.6

4 to 11

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.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 . 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