Activ Camps at Nunhead Sports Ground

Activ Camps at Nunhead Sports Ground

Unique reference number (URN): 2789712 Address: Haberdashers' Aske's Sports Ground, St Asaph's Road, London, SE4 2ED Type: Childcare on non-domestic premises Registered with Ofsted: 23/04/2024 Registers: EYR, CCR, VCR Registered person: Activ 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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Behaviour, attitudes and establishing routines Expected standard

Leaders facilitate a fun activity camp, where children practise helping and respecting their peers. Each morning, staff review the general camp rules with the children and remind them of the importance of kindness and care. Staff discuss the timetable of activities that children can review with the staff throughout the day. Leaders and staff have high expectations for children's behaviour, and they role model these expectations in their interactions. Staff set clear boundaries and offer consistent behaviour management strategies that put children's best interests first. Children receive guidance and praise while they learn about these boundaries. As a result, children know what to expect, behave well and build respectful relationships. Children show positive attitudes towards learning new skills and engaging with the planned activities.

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Behaviour, attitudes and establishing routines Expected standard

Children from different age groups interact with each other well. Younger children are confident to seek help from older ones when needed. Children are patient as they wait for their turns and they initiate conversations among themselves, which creates a sociable atmosphere. Staff share different games to keep children engaged while they wait during activities or transition times. For example, children answer pop quizzes or play games, such as 'Simon Says'. However, some staff do not yet fully recognise they need to make the required adjustments if some children lose interest in these exercises. Leaders have robust systems to monitor children's attendance as part of their safeguarding procedures.

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Children's welfare and wellbeing Expected standard

Staff typically identify when children need additional support to engage with activities. They hold meaningful conversations with children to understand how they feel and what they may need. Moreover, children benefit from alternative activities of their choice or calm areas to recollect themselves when needed. Staff use different strategies to reassure children whenever they feel unsure, and they support children's emotional wellbeing. For example, after an accident, staff check in with children several times to see whether they feel alright. They explain next steps with their care to keep children informed.

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Children's welfare and wellbeing Expected standard

Children have secure attachments with staff, and they build secure relationships with their peers. This helps children to feel confident and have a sense of belonging in the environment. Leaders ensure that children bring in a healthy packed lunch through secure communication with parents and carers, and they monitor allergies well. Staff emphasise and reinforce basic rules around allergies, such as not sharing any food with each other.

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Children's welfare and wellbeing Expected standard

Overall, staff support children with specific individual needs well. However, some staff are not yet fully confident to utilise various strategies and manage these needs in key moments. This means that, at times, children take longer to return to the group activities with their peers.

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Inclusion Expected standard

Leaders and staff request information from parents and carers at the time of registration. This ensures they are aware of children's individual needs so that all staff can support them accordingly. After children's attendance commences, leaders continue to facilitate opportunities for ongoing conversations with parents. This helps them to identify any emerging and changing needs once children settle at the camp. Leaders conduct a thorough risk assessment for children with special educational needs and/or disabilities. This makes sure all children can join in various activities, stay active and have fun while keeping themselves safe. The information is shared with all the staff so that children's needs are met at all times. For example, when children are not ready to participate in a planned activity or unable to focus due to over stimulation, staff offer calmer activities. They offer targeted strategies to children who need additional support, such as noise cancelling headphones.

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Inclusion Expected standard

Staff encourage all children to join in several physical activities and sports throughout the day. They ensure that these activities are fun and supportive, and children learn how to respect each other's abilities and skills. Leaders recognise that, at times, staff may need more training or encouragement to support children with specific individual needs. They are dedicated to reviewing their practice continuously and make amendments to ensure that staff's knowledge and skills are sufficient to manage these needs in key moments.

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Leadership and governance Expected standard

Leaders typically have an effective overview of the daily practice and ongoing staff performance. This helps leaders identify areas to improve. For example, they recently reflected on ways they can further develop staff's skills and knowledge so that all staff can manage children's specific needs more promptly and effectively. However, this is not yet fully embedded into practice. Leaders and staff carry out morning and evening briefings to make decisions, share information and plan ahead. In these briefings, leaders discuss any positive elements of the day and identify areas for improvement for the next day. This gives leaders an opportunity to implement reflective practice and offer regular feedback to staff about their performance.

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Leadership and governance Expected standard

There are regular in-house training opportunities for staff to refresh their statutory knowledge and specific practical skills to facilitate engagement and learning during the routine activities. Leaders provide support for staff welfare and wellbeing to ensure they are not overburdened with tasks. Staff speak highly about the availability of the leaders and the support they receive from them. This enables a positive and collaborative work environment among staff. Parents' and carers' feedback is positive on the overall care and clear communication staff provide. They report children's positive attitude and excitement towards attending the camp. Leaders value parents' knowledge of their children and their needs. They keep an open communication to improve the practice for all children, including those with special educational needs and/or disabilities.

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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 arrive eagerly at the camp and remain engaged in daily activities that staff prepare for them. Staff are positive and welcoming, and go to great lengths to know each child and bond with them. Children benefit from screen-free and sports-based activities that reflect the wide range of their abilities and interests to keep them active. Children speak positively about their favourite activities at the camp. Children enjoy meaningful interactions with peers throughout the day. They learn the main ethos of the camp, which is being inclusive, staying active and safe and having fun. When children need any adjustments or additional support,

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About this setting

Unique reference number (URN): 2789712 staff are on hand to provide these so that all children can participate fully and confidently in every aspect of the day.

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About this setting

Children consistently help with the tasks and share their ideas. They participate in decisions and express themselves freely. This helps children to have a voice confidently and build a sense of belonging within their groups. Children show confidence and a keen interest in their interactions with the staff and their peers. For example, they request the 'most difficult question' the staff can ask to challenge themselves in pop quiz time. Older children come up with their own questions, for instance asking 'What makes a bird, a bird' in their group.

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About this setting

Children play an active role in their own learning and exploration with staff joining in their play throughout the day. Children build confidence in their unique skills and talents. They benefit from praise for their efforts and achievements, and are proud to share these with others. Children take pride in taking responsibility and making decisions together. Older children who have been attending for years take on the duty of 'rookie' to assist staff and guide younger children with the routine.

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About this setting

Leaders implement effective systems around monitoring attendance. They promptly follow up when children do not attend to ensure the ongoing safety of the children.

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Next steps

Leaders should strengthen staff practice with targeted support and coaching, so that staff can provide high-quality interactions during routines and meet children's individual needs consistently.

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About this inspection

The inspector spoke with the leaders, staff, children and parents 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:

Haberdashers' Aske's Sports Ground St Asaph's Road London SE4 2ED

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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