Draycott Sports Camp

Draycott Sports Camp

Unique reference number (URN): 2790593 Address: Ridgeway Farm C E Academy, The Buffer, Purton, Swindon, SN5 4GT Type: Childcare on non-domestic premises Registered with Ofsted: 09/05/2024 Registers: EYR, CCR, VCR Registered person: Draycott Sports Camp 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 Expected standard

Leaders establish clear routines that help children understand what is expected of them from the beginning of each session. Well-established arrival procedures support children's attendance and help them settle quickly into the holiday club. Staff introduce children to the day's routines, including expectations for keeping themselves and others safe, and encourage them to contribute ideas that help shape the activities on offer. This helps children feel involved and engage confidently from the outset.

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Behaviour, attitudes and establishing routines Expected standard

Children generally demonstrate positive attitudes throughout the day. They listen carefully to instructions, move purposefully between activities and cooperate well with their peers. For example, during a pirate game, children respond positively when new challenges are introduced, encourage one another and proudly celebrate each other's achievements as they collect and count their team's treasure. They typically remain engaged throughout activities and require very few reminders about how to behave.

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Behaviour, attitudes and establishing routines Expected standard

Leaders establish clear expectations that help all children understand routines and join in confidently throughout the session. Calm transitions between free play, snack and organised activities help children know what is happening next and move confidently between different parts of the day. Consequently, children behave responsibly, show consideration for others and enjoy spending time together in a relaxed and welcoming environment.

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Children's welfare and wellbeing Expected standard

Leaders establish well-organised routines that promote children's welfare and wellbeing throughout the holiday club. Staff implement these through close supervision and well- established snack routines, including checking lunch boxes for allergens before children eat. They encourage children to wash their hands before snack, offer nutritious fruit and remind them to drink water regularly during periods of hot weather. Staff sit alongside children during snack, encouraging conversation and ensuring children feel well supported. As a result, children feel safe, are well cared for and their physical wellbeing is promoted effectively.

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Children's welfare and wellbeing Expected standard

Staff provide warm, responsive care that supports children's emotional wellbeing. They recognise when children need reassurance or encouragement and respond sensitively to help them participate confidently in activities. For example, staff remain close by as children negotiate climbing equipment, offering reassurance, when needed, while encouraging them to challenge themselves safely and independently. Consequently, children typically build trusting relationships with staff, feel emotionally secure and approach new experiences with confidence and resilience.

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Children's welfare and wellbeing Expected standard

Children confidently make choices about their play and continue to develop their independence through everyday routines. They benefit from an environment, where they feel valued, supported and included. As a result, children develop a positive sense of wellbeing, enjoy their time at the holiday club and approach new experiences with confidence.

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Inclusion Expected standard

Leaders promote an inclusive environment, where children are encouraged to take part fully in the holiday club. They work with the Holiday Activities and Food programme to support disadvantaged children to access the provision and gather relevant information before children attend. This helps staff identify children's individual needs, enabling children to participate confidently in the experiences on offer.

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Inclusion Expected standard

Staff recognise when children require additional reassurance or support and adapt their practice to reduce barriers to participation. For example, when children are initially hesitant to negotiate physical obstacles, staff provide sensitive encouragement that enables them to join in successfully alongside their peers. As a result, children join in, develop confidence in their own abilities and enjoy the same experiences as their friends.

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Inclusion Expected standard

However, leaders do not consistently establish effective partnerships with the settings children attend, including schools and nurseries, to gather wider information to help identify and understand children's individual needs before they attend the holiday club. Consequently, staff begin sessions with different levels of understanding about some children's individual needs and continue to build this knowledge during the session. As a result, children do not consistently benefit from support that is tailored to their individual needs from the outset.

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Leadership and governance Expected standard

Leaders provide clear strategic direction and effective oversight, creating a welcoming and well-organised environment, where children are well supported. Robust governance arrangements, including safer recruitment and regular supervision, help ensure staff understand their roles and work together effectively to meet children's needs.

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Leadership and governance Expected standard

Leaders value their staff and support their professional expertise through induction, supervision and ongoing guidance. Clear leadership and regular communication help staff work confidently together and maintain safe, consistent practice. Leaders take a reflective approach to developing the provision, considering feedback from staff and parents to enhance children's experiences. Consequently, children benefit from positive experiences delivered by staff, who work effectively together.

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Leadership and governance Expected standard

Leaders engage positively with parents and the wider community. They regularly seek parents' views through established communication systems and work in partnership with organisations, including the Holiday Activities and Food programme and the National Literacy Trust, broadening children's experiences beyond the holiday club. However, leaders have not fully established effective partnerships with the settings children attend to consistently gather wider information about children's individual needs before they attend. Leaders do not always ensure that all staff receive this information before children arrive. Consequently, staff do not always begin sessions with a shared understanding of some children's individual needs, limiting their ability to provide personalised support from the outset.

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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 and their families receive a warm welcome on arrival at the holiday club. Children separate confidently from their parents and quickly become absorbed in their chosen play. They independently choose from a broad range of indoor and outdoor activities that

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Inspector:

Holly Smith encourage creativity, physical play, imagination and exploration. For example, children spend sustained periods working together to construct a marble run. They test different designs, adapt their ideas and celebrate ,when the marbles successfully travel through the completed structure. Through these experiences, children develop their problem-solving skills, persevere with challenges and adapt their ideas to overcome difficulties.

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Inspector:

Children quickly develop positive relationships with staff and one another. Younger children confidently join in alongside their peers and are fully included in the experiences on offer. Staff recognise when children need reassurance and provide sensitive encouragement that helps them participate successfully. During a pirate game, children enthusiastically negotiate physical challenges, collect treasure, count the beanbags they have gathered and proudly celebrate each other's achievements. They enjoy spending time together, develop confidence and build a sense of belonging within the group.

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Inspector:

Children benefit from well-established routines that help them feel safe, secure and confident throughout the day. They move independently between activities, confidently approach familiar adults when they need reassurance and enjoy calm, sociable snack times, where they talk with friends and staff. Staff encourage children to wash their hands before eating and to stay hydrated during warm weather, supporting their wellbeing throughout the session. Children typically leave the holiday club having enjoyed a wide range of experiences that promote their confidence, wellbeing and enjoyment.

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Next steps

Leaders should strengthen partnerships with the settings children attend to consistently gather information about children's wider experiences, strengths and individual needs before they attend the holiday club. Leaders should ensure information gathered about children is shared effectively and used consistently by all staff to provide personalised support from the outset.

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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:

Ridgeway Farm C E Academy The Buffer, Purton Swindon SN5 4GT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Draycott Sports Camp Ltd

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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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