Youngstars Holiday Camp @ Esher Church School

School

Unique reference number (URN): 2827309 Address: Esher Church School, Milbourne Lane, Esher, KT10 9DU Type: Childcare on non-domestic premises Registered with Ofsted: 27/01/2025 Registers: EYR, CCR, VCR Registered person: Youngstars Childcare 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 have high expectations of children. They provide calm, respectful guidance and model the behaviour they expect from children to develop positive relationships with others. Children learn to play collaboratively. For example, they listen carefully to staff as they explain the rules of a game. Staff recognise when children need additional support to participate and adapt their interactions accordingly. For instance, when younger children need extra encouragement to join in, staff use a consistent approach to provide time, space and reassurance to support them. This supports children's behaviour as staff draw on their knowledge of each child to respond sensitively to individual needs.

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Behaviour, attitudes and establishing routines Expected standard

Generally, staff establish clear routines that children quickly become familiar with and follow confidently. For example, they know to wash their hands before eating and to line up to go outside. However, at times, routines and transitions are not sufficiently organised or carefully considered, which can result in children being left waiting for periods of time. As a result, children can lose interest and focus, become restless and disengage from their learning or the experience being offered. This can affect children's ability to sustain their attention, remain engaged and participate positively in routines and activities.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff work closely with parents to follow up any unexplained absences from the club. They check the welfare of children and know how to raise concerns to the relevant agencies if required.

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Children's welfare and wellbeing Expected standard

Leaders and staff ensure children's welfare and wellbeing are consistently promoted. They ensure that the premises are secure and appropriate processes are in place to ensure that children are safely collected by parents and carers. Staff are deployed effectively, carry out regular head counts and maintain a safe environment. When children are feeling upset or unsure, staff members tune into children's needs and provide comfort and reassurance. This helps children to feel settled and comfortable in their environment.

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Children's welfare and wellbeing Expected standard

There are some opportunities for children to access activities and resources independently. However, staff do not consistently prepare the indoor environment with a sufficiently broad and purposeful range of experiences that reflect children's varying ages, stages of development and individual interests. As a result, some children do not sustain their engagement and become bored, distracted or disengaged when activities do not sufficiently capture their interest.

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Children's welfare and wellbeing Expected standard

Overall, leaders and staff promote healthy lifestyles effectively throughout the club. Staff provide children with daily opportunities to play outdoors. This helps children to partake in physical exercise and boosts their mental wellbeing. Meal times are a relaxed and sociable part of the session, where children make healthy food choices while enjoying meaningful conversations with their peers and staff.

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Inclusion Expected standard

Staff build warm, trusting relationships with children and know them as individuals. Children benefit from familiar adults who establish links with the host school to support continuity for children. These staff respond sensitively to children's emotional wellbeing and adapt their approach effectively to meet each child's needs.

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Inclusion Expected standard

Before children attend, leaders gather detailed information from parents about each child's emerging needs and any special educational needs and/or disabilities. Using information from parents, leaders and staff identify any barriers to learning and any strategies and support that children may need to access the provision. This enables staff to plan support from the outset.

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Inclusion Expected standard

Staff deploy themselves effectively to keep children safe while responding to different levels of support children need. They adapt activities so that every child, including those who are quieter or less confident, can participate successfully. For instance, staff interact purposefully with children encouraging them to participate in a wide range of activities. They ensure that children of different ages play and learn together. For example, younger children join older children in physical activities such as archery, where they receive encouragement and develop confidence alongside their peers. Staff create an inclusive environment, where every child can participate.

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Leadership and governance Expected standard

Leaders are highly visible, approachable and typically provide effective support for staff. They promote staff wellbeing and manage workload effectively, ensuring they feel valued and supported in their roles. Staff report that they enjoy working at the club, feel listened to by leaders and appreciate the positive, supportive team culture.

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Leadership and governance Expected standard

Leaders implement robust recruitment and induction procedures to ensure staff are suitable for their roles and understand expectations from the start. They provide regular supervision and ongoing support to strengthen staff's knowledge and wellbeing. Leaders typically understand the club's strengths and identify areas for further development. They support staff to keep their knowledge up to date through professional development and discussions. For example, they organise regular team discussions and training for staff to ensure they are informed about changes in guidance and procedures and extend their knowledge and skills.

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Leadership and governance Expected standard

Partnerships with parents, carers and the host school are a key strength of the club. Leaders and staff establish highly effective relationships that promote consistency in children's care, learning and wellbeing. Staff provide daily updates for parents on their children's wellbeing and time at the club. Parents comment positively on the wide variety of activities available, sharing their children's enjoyment of the club.

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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 enjoy attending this setting, where staff greet them warmly and know them well. They develop trusting relationships with staff, who provide sensitive support for their emotional wellbeing. Generally, consistent daily routines help children understand what to expect when they arrive, creating a calm environment, where they feel settled and ready to participate. As a result, children feel valued, secure and develop a clear sense of belonging within the club.

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

Children develop new and growing friendships, helping to promote children's key social skills. They are encouraged by staff to be kind to each other and share the resources and activities. For instance, older children show kindness and patience as they spend time helping younger children build with construction bricks together.

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

Overall, children have a positive attitude to play and are supported by staff to take part in a variety of indoor and outdoor activities. They move independently around the provision, confidently choosing and accessing resources, activities and asking staff for additional items to support their interests. For example, staff offer and provide children with a 'Chess' set which they enjoy playing. Children's play is supported positively by staff, who use meaningful interactions to engage and sustain children's involvement. Children typically demonstrate their concentration as they take part in creative activities, such as making slime and colouring.

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

Children behave respectfully and show consideration for one another. Staff provide calm, consistent guidance that helps children understand expectations and manage their own behaviour. For example, staff consistently model and promote good manners encouraging children to praise and encourage their peers during competitive games, and greet one another at the start and end of the session.

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

Leaders work closely with parents to promote regular attendance, offering flexible arrangements that respond to families' individual circumstances. They monitor attendance effectively to help ensure children access the provision consistently.

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Next steps

Leaders should enhance routines so these are consistently well organised for children to remain fully engaged in purposeful activity. Leaders should refine the activities so that they reflect the varying ages, stages and interests of children so that all children can remain fully engaged.

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Address:

Esher Church School Milbourne Lane Esher KT10 9DU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Youngstars Childcare Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:15 - 17:15

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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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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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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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