Active Camps at Rookwood

Active Camps at Rookwood

Unique reference number (URN): 2833961 Address: Rookwood School Trust Ltd, 35-39 Weyhill Road, Andover, SP10 3AL Type: Childcare on non-domestic premises Registered with Ofsted: 26/03/2025 Registers: EYR, CCR, VCR Registered person: Oxford Spires Language School 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

In general, leaders establish appropriate expectations for children's behaviour and routines. Staff typically reinforce these expectations, helping children to follow the club rules and participate in daily routines in an orderly and safe way. However, the organisation of some routines does not always support children to move smoothly between activities. At times, children wait unnecessarily for extended periods before moving to the next activity, such as when transitioning from outdoors to indoors. For example, leaders stop all age groups of children during their free play, and instruct children to tidy up and then line up. However, they queue with minimum engagement from staff. In contrast, some familiar routines, such as welcome meetings and snack times, provide children with greater consistency and structure. During mealtimes, children happily engage with staff and their peers, sharing their views and experiences confidently. Procedures are also in place to ensure children are

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Behaviour, attitudes and establishing routines Expected standard

accounted for, supporting their safety and attendance.

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Behaviour, attitudes and establishing routines Expected standard

Typically, staff adapt their approach when children require additional reassurance, helping them to begin to engage positively in planned activities. For instance, staff support children who are not as confident to contribute their ideas in a larger group, by offering them choices to support their participation and help them to contribute. However, during free choice outdoor play, staff are not always sufficiently vigilant in noticing and supporting these children to engage meaningfully in their play. Leaders promptly follow up children, who are due to attend but are absent. This helps to ensure children's ongoing safety.

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Children's welfare and wellbeing Expected standard

Leaders typically oversee staff's implementation of policies and procedures to help promote children's welfare and wellbeing. This includes ensuring that staff make suitable adaptations for children's dietary and medical needs to remain safe and included. For example, children talk about choosing their sandwich fillings carefully, such as not having peanut butter due to some people having nut allergies.

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Children's welfare and wellbeing Expected standard

Staff promote healthy lifestyles well through everyday routines. Children benefit from regular outdoor play and physical activities that support their health and fitness. They follow appropriate hygiene practices, including washing their hands thoroughly at suitable times. Staff also help children to understand how to stay safe in the sun by reminding them to reapply sun cream, seek shade and drink water regularly. Children apply their understanding of safety procedures in their play. For instance, they design a water backpack for a superhero who runs very fast and highlight the risk of choking if the superhero drinks while running.

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Children's welfare and wellbeing Expected standard

Most of the time, children who require additional emotional support to engage fully in club life are not consistently monitored closely enough by their key person. As a result, there are times when some children are left to wander around during free-choice play, unsure how to engage purposefully in activities.

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Inclusion Expected standard

Overall, leaders have suitable arrangements to identify and meet children's individual needs before they attend the holiday club. Information gathered from parents and carers helps staff to understand children's interests, routines and any additional needs. Typically, this enables staff to plan appropriate support from the outset, helping children to settle and participate in the experiences on offer. However, there are times, particularly during free play outdoors, when some children, who are less confident, wander around without staff noticing, limiting opportunities for staff to consistently support their meaningful engagement.

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Inclusion Expected standard

Staff typically work with parents to provide coordinated support for children who face barriers to participation, particularly those who require additional reassurance. In general, staff help to bring out their confidence and willingness to fully engage. For example, while creating masks and accessories for their chosen superhero, staff encourage children to consider superpowers to develop a story around their character. This thoughtful approach helps to reduce barriers to children's participation and supports them to build secure relationships with staff.

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Inclusion Expected standard

Leaders respond positively to the changing needs and interests of children by broadening the activity programme beyond its sporting roots. Alongside physical activities, children enjoy a range of creative opportunities, such as performing their superhero stories to the wider group. Consequently, on the whole, children feel valued as individuals and enjoy positive experiences alongside their peers.

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Leadership and governance Expected standard

Leaders establish a welcoming and appealing provision that generally responds well to children's needs. They work with families to share information and promote continuity of care and support for their children. Leaders also engage well with the local community and respond flexibly to changing circumstances, helping parents and carers to access the provision when needed.

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Leadership and governance Expected standard

Overall, leaders have an appropriate understanding of the club's strengths. For example, staff report they feel supported and valued with leaders giving thoughtful consideration to their wellbeing and workload. However, leaders are yet to accurately identify and address areas of development, such as improving transitions between activities so these run more smoothly and better meet children's needs.

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Leadership and governance Expected standard

Leaders provide a range of professional development opportunities, including face-to-face and online training, to develop staff's knowledge and skills further. They also value staff's individual interests and use these to broaden children's awareness of diversity, such as playing familiar tunes on bagpipes. Leaders monitor staff practice through informal check ins and supervision meetings. However, they do not yet ensure expectations are consistently embedded across the team. For example, during free play, leaders do not ensure that key- person arrangements are sufficiently robust to ensure every child remains purposefully engaged.

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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 start their day energised and ready for the busy day ahead. Younger children benefit from spending time in similar age groups, where activities reflect their age and stage of development. They enthusiastically take part in a varied timetable that includes a balance of sports, arts and crafts, themed activities and free play. Overall, the provision on offer helps to capture children's different interests and enables them to make choices about how they spend their time. For example, children begin with playing musical statues outside. They follow instructions well and show determination as they create shapes, when the music

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Inspector:

Sonia Panchal stops. Children smile, laugh and share enjoyment with their friends and club staff. Experiences such as these support children's emotional and physical wellbeing. Children also have opportunities to be creative, imaginative and active, this enables them to talk about their interests and experiences.

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Inspector:

Children who face barriers to their wellbeing and those who require additional support are typically included in club life. When they first attend the club, some children are initially shy. They begin to share their ideas through encouragement and sensitive interactions. For instance, children contribute to discussions about their favourite superhero's powers. Monitoring of attendance and punctuality help children to access the club's experiences regularly and safely.

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Inspector:

Children develop warm and positive relationships and know that staff value what matters to them. This helps them to feel a sense of belonging. Typically, older children encourage and support younger ones during their play. They help them feel included and develop the confidence to join in. Children confidently organise their own football games, agreeing rules and taking on responsibilities, such as goalkeeping. They weave in and out of each other with impressive control of the ball. Children celebrate everyone's efforts, jumping up and down when their team scores a goal. Other children choose quieter activities that reflect their own interests, such as drawing pictures.

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Next steps

Leaders should strengthen staff practice so that transitions between activities are smoother and meet the needs of children more purposefully. Leaders should refine supervision sessions, coaching and targeted training to fully embed clear expectations and ensure all staff consistently implement agreed practices, including better understanding their roles and responsibilities as key persons.

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About this inspection

The inspector spoke with the nominated individual, the operations director, the club manager, 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:

Rookwood School Trust Ltd 35-39 Weyhill Road Andover SP10 3AL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Oxford Spires Language School Ltd

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Address:

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

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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