Munchkin Sports Harris Academy Greenwich Holiday Camp

Holiday Camp

Unique reference number (URN): 2813214 Address: Harris Academy Greenwich, Middle Park Avenue, London, SE9 5EQ Type: Childcare on non-domestic premises Registered with Ofsted: 04/10/2024 Registers: EYR, CCR, VCR Registered person: Munchkinsports 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 establish clear routines and expectations that consistently help children behave well and engage positively throughout the day. Practitioners give calm, clear instructions and model the behaviour they expect. Children understand the rules, listen attentively and respond well to instructions. Leaders carefully structure the day so that periods of energetic activity are balanced with calmer experiences. These embedded systems help children regulate their behaviour and remain engaged.

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Behaviour, attitudes and establishing routines Strong standard

Practitioners form warm relationships with children and know them extremely well. They notice when children need additional support and respond sensitively. For example, practitioners reposition themselves near children who lose focus. They use visual prompts and positive reinforcement, such as verbal praise and team points, to re-engage children and encourage positive behaviour. Children with special educational needs and/or disabilities and those who may face barriers to engagement receive tailored support to understand expectations and participate successfully.

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Behaviour, attitudes and establishing routines Strong standard

Children develop positive relationships with each other. Team games and collaborative activities encourage them to communicate, take turns and work towards shared goals. For example, younger children work together to solve problems while building structures and older children take responsibility for keeping the team's scores. All children confidently participate, cooperate with their friends and develop responsibility and independence.

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Children's welfare and wellbeing Strong standard

Leaders consistently place children's welfare and wellbeing at the heart of their practice. Practitioners form warm, caring relationships with children and know them well. They notice when children are reluctant to participate and respond calmly and sensitively. Children feel safe, valued and reassured, which helps them regulate their emotions and re-engage alongside their friends.

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Children's welfare and wellbeing Strong standard

Children develop a positive understanding of healthy lifestyles. They have regular access to fresh drinking water and older children independently refill their bottles. Practitioners check lunch boxes to ensure that food is nut free, to align with the camp's policies, and encourage children to make healthy choices. They work with parents and carers to reinforce these messages. Children wash their hands before eating and remain seated while practitioners supervise mealtimes. These well-established routines help children understand how to keep themselves healthy and safe.

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Children's welfare and wellbeing Strong standard

Leaders organise children into groups, tailored to their age and stage of development, and monitor their experiences throughout the day. They consider children's engagement and make adaptations when needed. This embedded practice ensures that children with special educational needs and/or disabilities and those who may face barriers to engagement receive the support they need. Children contribute their ideas about activities. This develops their confidence, independence and sense that their views are valued.

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Inclusion Strong standard

Leaders create an inclusive environment, where children's individual needs are identified and understood from the outset. They gather information about children from parents and carers before children attend, including information about additional needs, allergies and any concerns. This helps leaders plan, prepare and tailor their provision, so children settle quickly when they arrive. Leaders observe children closely and discuss their progress and emerging needs with parents. They share relevant information with practitioners so that additional support can be provided promptly.

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Inclusion Strong standard

Children with special educational needs and/or disabilities and those who may face barriers to engagement participate confidently alongside their friends. Practitioners make thoughtful adaptations to remove barriers. For example, children bring familiar items from home to help them regulate their emotions, when they are upset. Practitioners gain children's attention before giving instructions and provide warnings before transitions. This helps children understand what will happen next and move calmly between activities.

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Inclusion Strong standard

Leaders ensure all children have equal access to the experiences available. They support practitioners to adapt activities according to children's age, stage of development and individual needs. They consistently observe children's participation and adjust support where necessary. Leaders provide ongoing training to strengthen practitioners' knowledge and skills. This helps all children participate successfully in a wide range of activities, develop confidence and enjoy experiences they may not otherwise access.

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Leadership and governance Strong standard

Leaders, including those responsible for governance, have a clear understanding of the camp's strengths and where they can develop provision further. They maintain effective oversight through regular observations, morning briefings and end-of-day debriefs across camps. Leaders use these opportunities to identify what works well, address gaps in practice and consider how practitioners can develop further. Systems and risk assessments are embedded across the organisation, so practitioners working at different camps understand expectations and routines. This creates a well-organised provision, where children are safe, included and able to enjoy their experiences.

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Leadership and governance Strong standard

Leaders create a clear culture of professional learning. Practitioners complete mandatory and ongoing training and develop their knowledge of the games and activities they deliver. Group leaders coach others and give practitioners opportunities to lead activities. Apprentices can progress into management roles. As a result, practitioners consistently develop confidence, competence and leadership skills. Practitioners say they feel well supported and know who to approach when they need help. Leaders consider practitioners' studies, other employment and personal circumstances when organising work. This promotes positive wellbeing and helps practitioners enjoy their roles and provide children with enthusiastic, effective support.

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Leadership and governance Strong standard

Partnerships with families are highly positive. Parents and carers praise practitioners' warm welcome, communication and the safe, varied experiences their children receive. Leaders gather information about children before they attend, helping practitioners meet individual needs from the outset. They provide different routes for families to access the camp, including workplace schemes, childcare grants and community initiatives. Leaders continue to reflect on children's and practitioners' experiences to identify further improvements and strengthen the positive impact of the provision.

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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 are happy and enthusiastic about attending the camp. They arrive with their parents and carers and receive a warm welcome from practitioners who know them by name. Children look at the activity board and talk with their parents about what they might enjoy that day. This helps them know what to expect and settle quickly. Parents say that their children love attending, make friends and are excited to talk about their experiences. Children develop warm, trusting relationships with practitioners and know who to turn to when they need help. Practitioners listen to children and respond sensitively if they are reluctant to participate.

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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 who may face barriers to engagement receive appropriate support to participate alongside their friends. Familiar items from home, visual prompts and warnings before transitions help children regulate their emotions and move calmly between activities. As a result, children feel safe, valued and included. Children enthusiastically participate in various indoor and outdoor experiences, such as dodgeball, archery, parachute games and den building. Through these experiences, they develop physical skills, communication strategies, teamwork and confidence. They learn to share, take turns, solve problems and work collaboratively with children from different schools. Older children develop further independence skills and responsibility, such as keeping scores during team activities.

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

Children have a meaningful voice throughout their experiences. They confidently tell practitioners what they enjoy and contribute ideas that leaders use when planning future activities. Children understand routines that help keep them safe and healthy, including washing their hands, drinking regularly and following rules during activities and mealtimes. They flourish in an environment, where they are listened to, cared for and encouraged to participate fully.

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Address:

Harris Academy Greenwich Middle Park Avenue London SE9 5EQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 09:30 - 16:30

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Next steps

Leaders, including those responsible for governance, should continue their excellent work and ensure transformational outcomes for all children, including those with special educational needs and/ or disabilities and those who may face barriers to engagement.

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About this inspection

The inspector spoke with leaders responsible for governance, camp leaders, practitioners, children, 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.

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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. 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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