Active Camps at Sibford

Active Camps at Sibford

Unique reference number (URN): 2827513 Address: Sibford School, The Hill, Sibford Ferris, BANBURY, OX15 5QL Type: Childcare on non-domestic premises Registered with Ofsted: 30/01/2025 Registers: EYR, CCR, VCR Registered person: Oxford Spires Language School Ltd

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Expected standard

Generally, children behave well at the club. They are kind to each other and understand the importance of sharing toys and waiting their turn, such as during sports activities. Staff explain the daily expectations at the start of the day and typically remind children of these throughout. Warm and trusting relationships develop between staff and children. Staff get to know children and typically use supportive approaches to help them manage their emotions. This is particularly effective for children with special educational needs and/or disabilities.

p.2

Behaviour, attitudes and establishing routines Expected standard

Overall, routines are established, particularly in the morning when staff help new children put away their belongings, take out their water bottle and choose activities. Children are keen to start the day as staff explain the timetable of structured activities. However, leaders do not always deploy staff effectively to support children's behaviour consistently. Staff readily accompany children to the toilet and wait outside or help children retrieve their water bottles before going outside. At lunchtime, however, there are occasions when children do not always follow expectations, such as walking around while eating. That said, staff remind children to sit down when they notice this, but there are not enough staff with the children at lunchtime to reinforce expectations consistently.

p.2

Behaviour, attitudes and establishing routines Expected standard

The club promotes attendance and punctuality. Leaders have procedures to monitor children's attendance and recognise the importance of working in collaboration with parents.

p.2

Children's welfare and wellbeing Expected standard

Overall, children's welfare and wellbeing are supported effectively. Leaders gather important information about children's individual needs from the outset, including through discussions with parents and carers about how best to support them. This particularly benefits children who face barriers to their development and helps them to settle. Younger children have a designated key person, who develops positive relationships with them. Staff generally supervise children closely, particularly those with special educational needs and/or disabilities, and respond appropriately when they do not want to take part fully in adult-led activities. These children voice what they would like to do instead, and staff accommodate their choices where possible. Children feel comfortable approaching staff for help.

p.2

Children's welfare and wellbeing Expected standard

Planned activities generally give children opportunities to express themselves, develop friendships and strengthen their social skills, which supports their emotional wellbeing. At different times throughout the day, children make choices about their play and select what they would like to eat from their lunch boxes at snack time. Typically, staff promote healthy lifestyles during everyday routines, such as reminding children to drink water regularly while playing outdoors and to wash hands thoroughly before mealtimes and after using the toilet. Children happily join in team games, running around cones with precision. However, staff do not consistently recognise or use opportunities to help children understand why these routines are important and how they affect their health.

p.2

Inclusion Expected standard

Overall, leaders and staff promote an inclusive club. They recognise children's different needs and liaise with parents and carers from the outset to gather information that helps them plan appropriate provision. This includes children with special educational needs and/or disabilities (SEND) and those from disadvantaged backgrounds. Staff generally provide attentive support to help these children feel settled, happy and comfortable at the club. For example, they encourage children to take part in care routines independently, such as filling up their water bottles from the water machine. Children, including those with SEND, also benefit from experiences they may not have encountered before, such as exploring nearby woodland and foraging for natural materials to use later in their artwork.

p.3

Inclusion Expected standard

On the whole, staff are mindful of children's emotional needs and help them to minimise their frustrations. They observe and sensitively support children with SEND, helping them to explore and interact with others. However, some transitions are not well managed, which means children wait for extended periods. This sometimes leads to children becoming restless and demonstrating unwanted behaviours.

p.3

Inclusion Expected standard

Leaders and staff support younger children and those new to the club. For example, they help children settle into arrival routines and become familiar with the club environment.

p.3

Leadership and governance Expected standard

Leaders demonstrate an understanding of the holiday club's context, particularly the needs of children who face barriers to their development. They recognise the club's strengths and take action to address some areas for development, such as reinstating systems for children to share their views about the provision they receive. However, leaders' self-evaluation is not yet rigorous enough to sharply identify and address specific areas of improvement to consistently benefit children's outcomes further.

p.3

Leadership and governance Expected standard

Overall, leaders reflect on some aspects of staff practice and generally support staff to engage in professional development to enhance their knowledge and skills. Staff are positive about the team they work with. They value the coaching and mentoring they receive from leaders, such as to implement strategies to help address the needs of children with special educational needs and/or disabilities (SEND). However, leaders have not yet fully identified the need to strengthen organisation of staff during mealtimes or embed practice that helps children understand the impact exercise, hygiene and food choices have on their bodies.

p.3

Leadership and governance Expected standard

Leaders engage well with parents and build effective relationships. For instance, they regularly seek detailed information from families and use this to review and adapt how they meet the individual needs of children with SEND.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children experience a welcoming and engaging environment, where they feel understood, valued and supported as unique individuals. Every child's interests and personalities are recognised, helping them participate confidently in club life. Children choose from a range of activities and spend time playing and exploring independently and with friends. They draw pictures of mystical creatures with special powers, showing their vivid imaginations. Children collect natural resources to create fairy houses during craft activities, developing their decision-making skills and creative skills. They develop their physical skills as they typically engage in balance, climb on large equipment, slide down grassy hills and take part in team games. Children strengthen their social skills as they follow instructions, take turns and spur each other on to try their best. They develop a range of skills through these experiences,

p.4

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

supporting their physical and emotional wellbeing.

p.5

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

Children, including those with special educational needs and/or disabilities (SEND) and those new to the holiday club, build warm and positive relationships with staff. They become active members of the club and generally follow instructions through different opportunities, such as team activities. This supports children to foster a sense of togetherness and belonging through shared experiences.

p.5

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

Children respond well to routines when they arrive and listen attentively to the plan for the day, helping them understand what will happen. Overall, they remain suitability engaged in the routines throughout the rest of the day. In general, children show respect for staff and the club rules. Typically, those with SEND receive timely additional guidance and support, helping them follow safety boundaries and interact appropriately with others. Children show excitement when they know what is happening next, such as when they walk together to the sports hall for relay races. They jump with joy at the end of the day, when they find out they are returning the next day. Children's attendance is monitored carefully, and their parents and carers are contacted promptly if they do not arrive as expected. Overall, children thrive, learn new skills and develop a keen sense of belonging at the club.

p.5

Next steps

Leaders should review staff deployment during routines, particularly mealtimes, so that children receive consistent support to follow expected behaviours. Leaders should strengthen staff practice in helping children understand the importance of healthy routines, including exercise, hygiene and healthy food choices for their bodies. Leaders should refine their self-evaluation of the provision, so that it more sharply identifies and addresses areas for improvement to further enhance experiences for children.

p.5

About this inspection

The inspector spoke with senior leaders, the club manager, staff, children and parents and carers during the inspection.

p.5

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.

p.5

Address:

Sibford School, The Hill Sibford Ferris BANBURY OX15 5QL

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Oxford Spires Language School Ltd

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:15 - 18:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

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

p.8