SuperCamps- Marylebone

SuperCamps- Marylebone

Unique reference number (URN): 2802161 Address: Queen's College Preparatory School, 61 Portland Place, London, W1B 1QP Type: Childcare on non-domestic premises Registered with Ofsted: 17/07/2024 Registers: EYR, CCR, VCR Registered person: Super Camps 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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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are prioritised consistently throughout the day. Staff ensure children are safe at all times. For example, they do regular counts and clear supervision during both indoor and off-site activities.

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Children's welfare and wellbeing Strong standard

Children form secure, trusting relationships with staff, who know them well and respond promptly to their individual needs. Children with special educational needs and/or disabilities benefit from clear individual support plans that help them access the provision fully. Staff provide comfort and reassurance, when children experience difficulties. They work closely with parent and carers to support children, who might face barriers to learning.

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Children's welfare and wellbeing Strong standard

Children benefit from a calm and well structured snack routine. Staff supervise children closely and engage them in purposeful conversations about healthy choices. This helps them understand the importance of a healthy lifestyle. Staff remain attentive to children with medical needs and carry the necessary equipment, such as an adrenalin auto-injector bag, to always ensure their safety. They use visual prompts to reinforce expectations and support children to develop independence during snack time.

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Children's welfare and wellbeing Strong standard

Staff actively promote children's voice and choice through weekly meetings. They ask the children what games they would like to play, when visiting the local park. Leaders maintain a safe environment through effective supervision and clear communication systems. They promote hygiene practices and other safety measures are consistent and effective.

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Inclusion Strong standard

Leaders show commitment to inclusive practice across the club. They gather detailed and relevant information from parents and carers before children join. This ensures staff have a clear understanding of each child's individual needs. Children, including those who are disadvantaged, receive thoughtful and individualised support. This enables them to access the same opportunities and experiences as their peers. Staff use this information to adapt practice, reduce triggers and promote children's engagement and wellbeing.

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Inclusion Strong standard

Staff maintain close communication with parents to understand cultural context and preferred approaches. This provides valuable insight into children's interests, routines and needs. This enables staff to tailor activities and expectations effectively. Children who are new benefit from sensitive and consistent support. Staff stay close to them during settling-in periods, offering reassurance and modelling routines. Parents are updated promptly, helping to strengthen trust and ensure continuity between home and the club.

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Inclusion Strong standard

Leaders take effective steps to support children with special educational needs and/or disabilities. For example, they invite the parents to support children's transition into their club. Staff plan thoughtfully to meet the needs of children across different age groups. They make effective use of the environment, ensuring that even the youngest children can access

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Expected standard

spaces and resources that support their development. Leaders have established links with parents, which help to promote continuity of care for children attending the club.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have clear expectations for children at the club and remind them of these regularly, such as during welcome time. They implement routines that help children understand what is happening and when, which supports their sense of security. Staff use clear boundaries to keep children safe. For example, they remind children about safety rules in preparation for the walk to the local park. However, during transitions, staff do not consistently reinforce these expectations. This means some children are not always fully supported to understand the importance of behaviour expectations within the holiday club.

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Behaviour, attitudes and establishing routines Expected standard

Children generally demonstrate positive behaviour and attitudes throughout the day. They cooperate well, follow instructions and show excitement when joining activities. Staff model positive behaviour and reinforce routines. For example, children remain within boundaries and ask staff before moving to the next activity. Children respond enthusiastically to prompts and show pride in contributing to group tasks.

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Behaviour, attitudes and establishing routines Expected standard

Leaders remain attentive to how children respond and adjust the structure of the day when needed. Children form warm, trusting relationships with staff and confidently approach them to share ideas and ask for help. Staff are kind, responsive and encourage children to build friendships as they play together. Children show they enjoy their time at the club and engage positively with the activities provided. Leaders monitor children's attendance closely. They complete regular headcounts and monitor absences promptly to keep children safe.

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Leadership and governance Expected standard

Leaders are reflective and review practice regularly, identifying their strengths and areas for improvement overall. Leaders use self evaluation effectively. For example, they are reviewing the strategies that staff use to manage behaviour at times of transition. However, this is not yet fully embedded. As a result, some children are not always consistently supported to understand what is expected of them.

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Leadership and governance Expected standard

Leaders provide appropriate oversight and ensure the club meets statutory requirements. Staff report that they feel well supported by leaders. They complete all mandatory training, including safeguarding and paediatric first aid. Leaders recognise that further staff professional development will strengthen the consistency of practice. This will deepen staff's ability to meet children's ongoing needs effectively, including those who are disadvantaged.

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Leadership and governance Expected standard

Leaders show commitment to ensure all children can access the provision. They gather detailed information from parents and carers. This enables staff to plan effectively for children who speak English as an additional language or experience other barriers to learning. This promotes continuity of care and supports children to settle in well. Leaders foster positive relationships with parents through effective communication and well- organised systems. This ensures that families remain informed and involved in their children's experiences. Parents and carers speak positively about the care provided and say their children enjoy attending the club, where they feel happy, safe and well cared for.

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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 well-organised holiday provision. Staff warmly greet children and encourage them to join their allocated group for the day. At the beginning of each day, staff share a clear structure of the day and the rules. This helps children settle in and understand the routine within the club. Children are confident and eager to join in. This demonstrates that they feel safe, valued and secure.

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

Children enjoy a broad range of activities that reflect their interests and encourage them to explore and be creative. Younger children benefit from activities, such as 'All About Me'. They share what makes them unique and celebrate each other's uniqueness. This builds early confidence and helps them form positive relationships. Outdoors, all children join in group games and have opportunities to play football or take part in parachute play. This promotes teamwork, physical development and enjoyment.

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

Overall, children, including those with special educational needs and/or disabilities, behave well and respond positively to the expectations set by staff. They cooperate with one another and show kindness and respect throughout the day. This contributes to a calm and friendly atmosphere. Children follow instructions confidently. For example, during visits to the local park, they remain within the coned area and wait for staff direction before moving to the next activity. This helps children feel secure and manage transitions with increasing confidence. As a result, children thrive at the club that effectively balances fun, physical activity and emotional wellbeing. This enables them to develop independence and positive attitudes towards learning and play.

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

Children speak highly of the club and talk enthusiastically about how much they enjoy attending, saying 'because it is fun'. They show clear excitement, when joining activities and respond positively to staff prompts. Leaders understand the importance of attendance and provide flexible operating hours for parents to help fit around their lifestyle. This helps children attend the club regularly.

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Next steps

Leaders should consistently support the children to understand the importance of behaviour expectations within the holiday club.

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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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Address:

Queen's College Preparatory School 61 Portland Place London W1B 1QP

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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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