Ultimate Activity Camps at Shrewsbury House School

School

Unique reference number (URN): 2785913 Address: Shrewsbury House School Trust Ltd, 107 Ditton Road, Surbiton, KT6 6RL Type: Childcare on non-domestic premises Registered with Ofsted: 26/03/2024 Registers: EYR, CCR, VCR Registered person: The Ultimate Activity Company 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 Strong standard

Leaders set clear expectations for kindness, respect, listening and safe participation. Children demonstrate their understanding during daily welcome sessions and activities, including by reminding one another of the rules. Staff apply expectations consistently. They use specific praise, calm reminders and timely support when difficulties arise. Children cooperate well and approach trusted staff confidently.

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Behaviour, attitudes and establishing routines Strong standard

Staff lead and participate enthusiastically in activities, encouraging and motivating children. Their warm and playful interactions help children enjoy experiences, sustain engagement and build trusting relationships with adults.

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Behaviour, attitudes and establishing routines Strong standard

Following feedback from children, parents and carers and staff, leaders have identified transitions as a priority. They have introduced guidance and strengthened staff training. During welcome time, children receive clear information about the day and receive reminders about what will happen next. Staff minimise waiting and move groups calmly between activities. This helps children to remain settled and ready to participate.

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Behaviour, attitudes and establishing routines Strong standard

Staff consider children's ages, needs and circumstances without lowering expectations. For example, younger children demonstrate safe throwing through a game of dodgeball, while older children explain safety rules during fencing. Through enjoyable activities, children learn to listen, collaborate, sustain attention and manage their feelings. As a result, they show positive attitudes, form respectful relationships and increasingly regulate their own behaviour.

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Children's welfare and wellbeing Strong standard

Children benefit from active days that promote physical health and safe participation. Staff explain the importance of warming up, staying hydrated and following activity rules. They check children's understanding before games begin and adapt activities when needed. Children build confidence and learn new skills, including practical safety skills, through enjoyable experiences.

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Children's welfare and wellbeing Strong standard

Leaders prioritise children's emotional wellbeing. Staff help children to name their feelings and recognise when emotions become difficult to manage. Younger children explore emotions through stories and creative activities. Calm spaces, quieter choices and staff help children to regulate their emotions, rest and participate in camp life.

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Children's welfare and wellbeing Strong standard

Staff understand and follow leaders' guidance on safer eating and healthy lunches. They check children's lunch boxes for allergens and raise concerns about insufficient or unhealthy food. Staff understand that prescribed medication can affect some children's appetite and take this into account when supporting them at mealtimes. They supervise children actively and encourage them to eat and drink. Children wash their hands, manage their food and tidy away independently.

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Children's welfare and wellbeing Strong standard

Staff support children sensitively with their individual health and personal care needs. They make appropriate adjustments that help children to follow agreed routines and manage their needs as independently as possible, while maintaining suitable oversight and offering reminders when required. Leaders work with parents and carers and the local authority to secure additional support for children who require one-to-one care, including personal care. Children are safe, emotionally supported and increasingly able to manage their health and personal needs.

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Inclusion Strong standard

Leaders gather detailed information about children before they attend. They review children's needs daily, including any emerging changes or adjustments required. This information is shared with staff, who use consistent strategies to support children's engagement, wellbeing and care. Staff understand children's individual needs. They help those children who find settling, communication or social situations difficult by explaining routines, using their interests and checking on them regularly.

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Inclusion Strong standard

Leaders maintain high expectations for all children while ensuring that support is sensitive and well attuned. Staff receive training and guidance on inclusive practice, with a particular focus on children with special educational needs and/or disabilities. Warm relationships, engaging activities, clear expectations and appropriate adaptations benefit all children. Staff offer children choices, purposeful roles, quieter activities or time to regulate their feelings. This enables activities to continue safely without excluding children.

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Inclusion Strong standard

Information follows children when groups or staff change, and different staff describe the same needs and agreed strategies for children. Partnerships with parents and carers and continuity across camp seasons strengthen support over time. Children increasingly recognise when they feel overwhelmed, ask staff for help, use agreed strategies and return successfully to their group. Inclusion is embedded across the camp. As a result, children settle, participate, form relationships and experience growing confidence and independence, as well as a secure sense of belonging.

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Leadership and governance Strong standard

Leaders provide clear direction and remain visible throughout the day. Before children attend, leaders gather relevant medical, welfare and support information. They check this information with parents and carers and ensure it is shared appropriately with staff. Activity leaders understand children's individual needs and consistently provide the agreed support.

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Leadership and governance Strong standard

Leaders organise effective training for staff, including online learning and activity- and site- specific preparation. This focuses on safeguarding, health and safety and the delivery of activities. Staff work together to create and review risk assessments before the camp opens. Leaders use regular check-ins, quizzes, supervision sessions and direct observation to check staff knowledge and practice. New staff work alongside experienced colleagues and receive additional coaching. Staff explain that this support increases their confidence and helps them work safely. Staff consistently deliver well-planned and safe activities that children enjoy. Children participate enthusiastically, develop new skills and benefit from the varied experiences available as part of the holiday programme.

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Leadership and governance Strong standard

Leaders provide effective safeguarding, inclusion and operational support. Clear handovers maintain oversight when managers or other staff change. Leaders monitor staff workload and wellbeing, and provide practical support during busy periods. Parents value the clear information they receive and find staff accessible and approachable. These arrangements enable staff to meet children's needs and maintain safe, enjoyable and well-organised camp days.

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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, who quickly learn their names and individual needs. Clear routines help children to understand what will happen throughout the day and move calmly between a wide range of sports, games and creative activities. Children confidently try new experiences and develop useful skills through their play. Younger children learn to warm up, throw safely and follow the rules of games. Children become increasingly independent as they manage their belongings, follow safety routines, help at mealtimes and tidy away.

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

Children build warm relationships with staff and friendships with their peers. During welcome time and activities, they show their understanding of expectations by explaining the rules and reminding one another about kindness, listening and safe participation. Children receive sensitive support while receiving encouragement to do as much as they can for themselves. Children learn to listen, collaborate, sustain attention and manage their feelings. When they become overwhelmed, trusted staff help them to use agreed calming strategies and return successfully to their group. As a result, children show positive attitudes, form respectful relationships and increasingly manage their own behaviour.

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

Children with special educational needs and/or disabilities, and those facing other barriers to participation, take part alongside their peers. Staff use demonstrations, visual cues and simplified instructions when spoken information is harder to understand. When children cannot join physical activities fully, staff provide meaningful alternative roles so that they remain involved, contribute to games and support their friends.

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

Children enjoy active days, while quieter choices remain available. They learn about sun safety, hydration, healthy eating, personal safety and managing their emotions. Children's medical and personal care needs are supported discreetly and with respect for children's

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Address:

Shrewsbury House School Trust Ltd 107 Ditton Road Surbiton KT6 6RL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Ultimate Activity Company Ltd

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Address:

Register(s): EYR, CCR, VCR dignity. Children are safe, known and valued and participate in camp life with growing confidence and independence and a secure sense of belonging.

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Next steps

Leaders 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 children, particularly those who may face barriers to their participation and wellbeing.

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About this inspection

The inspector spoke with the operations manager, leaders, staff and parents and carers 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. 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

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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