Barracudas (Croydon)

Barracudas (Croydon)

Unique reference number (URN): EY331030 Address: Trinity School, Shirley Park, CROYDON, CR9 7AT Type: Childcare on non-domestic premises Registered with Ofsted: 27/03/2006 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 Expected standard

Leaders and staff are positive role models. They encourage positive behaviour. For example, they use consistent and effective strategies, such as gentle reminders, to ensure children understand what is expected of them. Children form positive relationships with staff and one another. They take turns and respect each other's differences. This supports a calm, inclusive and respectful culture across the setting. Leaders and staff have established a timetable of routines and activities that help children feel secure and understand expectations. However, some routines such as lunchtime are rushed, and some children do not have enough time to finish their lunches. There are also occasions, such as during free play, when staff ask children to stop one activity as they want them to join in another. This stops children from active engagement and exploration.

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Behaviour, attitudes and establishing routines Expected standard

Children show confidence in social situations. They are enthusiastic and ready to try new things. There are occasions when staff intervene too quickly to help children with certain tasks during routines and activities, and this stops children from building on their independence. For example, they roll the clay for children instead of letting them try to do it themselves. Leaders vigilantly monitor children's attendance. For example, if children do not arrive as expected, leaders promptly contact parents to ensure children's safety and record children's attendance pattern and a reason for absence. This effective approach shows leaders' commitment to safeguarding children.

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Children's welfare and wellbeing Expected standard

Leaders ensure that staff implement hygiene practices to meet the needs of individual children. They support children to take good care of themselves. For instance, they encourage regular handwashing, including after children engage in outdoor activities and before they eat. Staff arrange activities such as story times, where children learn how to keep themselves healthy. For example, children discuss healthy food and snacks and why they are good for them. Children comment that they get energy from eating carbohydrate foods, such as oranges and potatoes.

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Children's welfare and wellbeing Expected standard

Staff ensure children are active and regularly access sport activities in the fresh air. This contributes to their good health. Staff ensure children keep hydrated throughout the day and remind them to drink water during hot weather. Staff remind children to use 'walking feet' during activities. This helps children learn how to keep themselves safe. Children follow staff's instructions well.

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Children's welfare and wellbeing Expected standard

Leaders and staff are highly trained and skilled to carry out their roles. They respond swiftly to any accidents and follow effective procedures to ensure children's safety and wellbeing. Staff are kind and caring towards children and ensure children's individual needs are carefully considered, when delivering activities. They follow children's interests and ensure children express their wishes.

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Inclusion Expected standard

The provider has effective systems in place to gather appropriate information about children and their individual needs before they start attending. This allows leaders and staff to hold discussions with parents to ensure they are aware of strategies to support individual children's needs.

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Inclusion Expected standard

Leaders and staff have high expectations for every child, including for those who may face barriers to their learning. They provide an inclusive environment, where children feel that they belong. For example, leaders and staff adjust activities to remove barriers for children to join and enjoy exploration. This includes implementing movement breaks or regulating resources to support children's personal, social and emotional wellbeing. Leaders and staff help children understand and express different emotions during activities, such as circle time. This helps them understand their own feelings and the feelings of others.

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Inclusion Expected standard

Staff promote positive relationships between all children. This helps to create an environment, where everyone feels included and valued. Children are engaged during their time at the camp and enjoy their experiences alongside their peers. Parents speak highly of the staff team and the inclusive experiences they provide for their children.

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Leadership and governance Expected standard

The provider and leaders understand the strengths and priorities for improvement within the setting. Since the last inspection, they worked hard to meet all of the actions set. They enhanced support for staff, including through regular observations and professional development. This helped them identify staff's training needs and provide targeted support to enhance staff's performance. The provider improved safeguarding training for all staff to help them understand the procedures to follow in line with the local safeguarding partnership, should they have concerns about staff or children. This improved the safeguarding culture across the setting.

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Leadership and governance Expected standard

Staff benefit from manageable workloads and targeted professional development. They talk highly about the support they receive, which enhances their enthusiasm and commitment to their roles. Leaders are vigilant and have improved risk assessments to keep children safe. Staff identify and swiftly remove any hazards within the environment. They work effectively with parents to support children's wellbeing. Parents talk highly about children's experiences at the setting. They praise staff for keeping them informed about their children's day and their children's achievements. Leaders seek parental views to inform the development of the provision for children. They also involve children daily, observing what they enjoy and what they would change in the camp. Leaders are committed to continually developing the camp and working closely with the host school to benefit the community and the families they serve.

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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 receive a warm welcome from staff, when they arrive at the camp. They make strong bonds with staff, who understand their needs. This helps children feel safe and emotionally secure. Children speak positively about the club and eagerly talk about their favourite activities.

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

Children join in a wide range of interesting activities that help them build on their physical abilities. For example, children enjoy a range of sports sessions in which they practise throwing, catching, running and jumping. Staff encourage children to follow instructions and

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Address:

Trinity School Shirley Park problem solve during play. For instance, when they access the bouncy castle or when they play the parachute games. Children benefit from swimming lessons, which are carefully managed by highly trained staff. They enjoy a range of arts and crafts and proudly show their creations. For example, children make medals out of clay and discuss different types of medals with staff.

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Address:

Older children benefit from participating in motor sports, such as go-karting, where they learn about speed, steering and following directions. They enjoy playing a range of ball games, including basketball and football. Children behave well. They understand what is expected of them, as they receive clear instructions from staff. Children benefit from positive praise and encouragement from staff as they play. This supports their confidence and self- esteem. Children's attendance is precisely monitored by leaders.

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Next steps

Leaders should support staff to adjust routines to ensure children are not rushed and take the time they need to finish one routine or activity before they are asked to join another. Leaders should support staff to provide consistent opportunities for children to build on their independence.

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About this inspection

The inspector spoke with the managers, 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. CROYDON CR9 7AT Type: Childcare on non-domestic premises

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About this inspection

Registered person: Young World Leisure Group Limited

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About this inspection

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

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

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