Next Level Camps

Next Level Camps

Unique reference number (URN): 2832963 Address: Beeston Hall School, Beeston Regis, Cromer, NR27 9NQ Type: Childcare on non-domestic premises Registered with Ofsted: 25/02/2025 Registers: EYR, CCR, VCR Registered person: Next Level Camps 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

Generally, children demonstrate positive attitudes and behaviour. Staff use welcome discussions on children's arrival to the club. In these they share the behavioural expectations of the setting and the activities available throughout the day. This helps children to understand what is expected of them from the start. When minor disagreements do take place, staff are calm and talk with children to help them settle any issues that arise. Children listen to staff and follow instructions with ease. Staff introduce transitions thoughtfully to give all children, including those with special educational needs and/or disabilities, time to process what is happening next. This helps busy times of the day run smoothly as children understand the expectations. For instance, children line up at mealtimes as they collect their food and walk calmly through different areas of the provision. However, during lunch time, the increased noise levels impact on some children's behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Staff provide opportunities for children of different ages to play together. This extends children's opportunities to socialise and develop their friendship groups. Staff interact positively with all children. They are good role models and encourage children to consider the needs of others and to be kind and caring to the younger children. Staff model positive manners and respectful behaviour, which has a positive impact on children's own interactions. Leaders understand the benefits of regular attendance and have implemented effective systems to monitor children's this.

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Children's welfare and wellbeing Expected standard

Staff know children well and build secure relationships with them. The key person approach is effective. Staff understand the individual requirements of children with special educational needs and/or disabilities, and how to support them. Children who require a little more reassurance at the start of the day are greeted by their key person. They offer a reassuring hand as they introduce them to activities and remain close-by while they settle. Staff are secure in their knowledge of children's interest and preferred play types. They use this information to plan a range of play opportunities to capture all children's interests. While staff support children to express and manage their emotions, the provision of quieter spaces to allow them to achieve this is limited. Staff are vigilant, they recognise when children are on their own and support them to join smaller group activities.

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Children's welfare and wellbeing Expected standard

Children's awareness of their personal safety is promoted well. Staff share the rules and boundaries of the areas and equipment children access. They explain the importance of sun safety and remind children to remain hydrated in hot weather. During swimming activities, staff are in the pool with children to offer additional support. Leaders ensure a trained lifeguard remains on poolside. Children's medical requirements along with information relating to children's allergies are collected and effectively shared with staff. This helps them to keep children safe and well. Leaders ensure children have a choice of healthy food options available throughout the day. Children can access fruit and water independently.

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Inclusion Expected standard

Leaders and staff promote an inclusive environment. They reflect on the environment to support children with special educational needs and/or disabilities (SEND) to gain full access to the provision. Leaders work closely with parents and schools to provide a welcoming environment for all children. They work collaboratively with other agencies in the local authority to support children in the area to access the provision. Leaders monitor the use of additional funding closely to ensure it is effective in reducing any barriers children may face. For instance, additional food is shared amongst families to support children from disadvantaged backgrounds. Leaders recognise the importance of providing continuity of care for children with SEND. Wherever possible they ensure children requiring additional adult support, have the same familiar support worker from school, who knows their individual needs well.

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Inclusion Expected standard

Leaders have identified the positive impact additional professional development would have on staff practice. They plan to implement further training to focus on more specific areas of SEND. This will further help to strengthen the inclusive practice. At times, the environment becomes noisy, making it difficult for some children to settle. Leaders plan to make changes to the organisation of some activities to support children with SEND or those who require a quieter environment, but these are not yet firmly established.

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Leadership and governance Expected standard

Leaders speak passionately about the provision and maintain effective oversight of the setting. They are reflective and have plans to expand the provision into wider areas of the community. Staff speak positively about their roles and the support they receive from leaders. They are provided with mandatory training, and plans are in place to extend this further to ensure all staff receive paediatric first aid training. A thorough induction procedure ensures all staff understand the policies and procedures and how to implement them. Regular supervision meetings are held. This allows staff the opportunity to reflect on their practice and receive any relevant updates to policy and guidance. Leaders observe staff practice and identify their strengths and skills. Although leaders support the continuous professional development of staff, they do not always specifically target training to areas that offer the greatest potential for improving practice even further.

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Leadership and governance Expected standard

Overall leaders have effective systems in place to gather relevant information about children and families that attend the setting. They use this information to understand children's needs and provide appropriate support when needed. Leaders maintain positive relationships with schools and other professionals working with families. This helps them to adopt a positive and inclusive approach to their work and to meet the needs of children. However, additional consideration should be given to children requiring a quieter environment during the busier parts of the day.

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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 experience a welcoming and inclusive environment. They settle and form positive relationships with staff who know the children very well. They respond quickly and sensitively, when children need extra reassurance or comfort. This helps children to feel safe and promotes their wellbeing. Children confidently engage in a wide selection of activities. These are designed to further develop their knowledge and skills. For instance, younger children learn how to make salt dough. They use natural items found within the grounds of the club to create imprints of leaves and pinecones. Older children engage in team building

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About this setting

Unique reference number (URN): 2832963 activities. They learn to problem solve and negotiate, as they overcome challenges. For instance, they work collaboratively to transfer water across a large area. They use only paper cups and form a large chain. Staff create a positive atmosphere. They provide a wide range of physical play experiences. For instance, outdoors children can swim, take part in forest school activities and strengthen core muscles on a range of outdoor apparatus. Children with special educational needs and/or disabilities are supported by attentive staff to ensure they are able to participate fully in all aspects of the club.

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About this setting

Children take pride in their achievements. They respond positively to the praise they consistently receive from the caring staff. Children's independence is developed through planned 'free play' times, providing opportunity to access activities of their choosing. Children build new friendships and show respect for one another. Staff are positive role models. They speak calmly and respectfully to children and actively listen to them as they share their thoughts and ideas. This approach helps children to feel valued and promotes their emotional wellbeing.

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Next steps

Leaders should strengthen how the environment is adapted to meet children's individual needs, particularly for those who struggle to settle when they first arrive and those that may struggle with noisy environments. Leaders should enhance the arrangements for coaching staff, so all staff receive clear steps to help them improve their practice further.

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About this inspection

The inspector spoke with leaders, practitioners, 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.

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Address:

Beeston Hall School Beeston Regis Cromer NR27 9NQ

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Address:

Type: Childcare on non-domestic premises

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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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