Ultimate Activity Camps at Eaton House

Ultimate Activity Camps at Eaton House

Unique reference number (URN): 2861866 Address: Eaton House the Manor, 58 Clapham Common North Side, LONDON, SW4 9RU Type: Childcare on non-domestic premises Registered with Ofsted: 15/09/2025 Registers: EYR, CCR, VCR Registered person: The Ultimate Activity Company 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

Children typically behave well. During morning welcome meetings, staff and children agree the rules that they will follow during their time at the club, such as using 'inside voices'. Children actively contribute ideas to this discussion, showing they are aware of the expectations adults hold of them. At times of transition, particularly when children move to other rooms in the building, routines do not consistently support children to follow the agreed rules. For example, staff are not always prepared with the resources they need before moving rooms, meaning children spend a long time waiting. This leads to children becoming disengaged and noise levels rising. Leaders have already identified this as an area for development and have ambitious plans to improve this.

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Behaviour, attitudes and establishing routines Expected standard

Children share resources with each other and allow other children to join with their games. This aids them in forming positive friendships. Staff recognise children's efforts to include everyone in their play and offer genuine praise. This helps to build their confidence and encourages positive attitudes towards others. Leaders follow up on children's non- attendance promptly. For example, they make calls to parents to check whether children will be attending their booked sessions, ensuring children arrive safely to the club.

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Children's welfare and wellbeing Expected standard

Children generally have their voices heard. They can select which activities they would like to join in with. Staff provide alternative opportunities for children, who are reluctant to take part in whole group activities, to ensure they are still able to engage in meaningful experiences. For example, children are offered the opportunity to help observe the game as a referee. Parents and carers are happy with the range of activities provided and say that their children thoroughly enjoy their time at the club.

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Children's welfare and wellbeing Expected standard

Leaders and staff have established effective hygiene routines, which children seamlessly follow. For example, staff teach children about the need to wash their hands before eating to kill germs. Staff also teach them about the importance of not sharing food due to some children having allergies. Through the skilful intervention of staff, children become aware of the importance of hygiene routines and typically show the ability to manage their own personal needs. Every child is recognised as being an individual. Staff spend time beginning to understand each child's uniqueness. Children smile as staff validate their thoughts and feelings. Daily handovers between leaders and parents mean that information is passed effectively between the club and home.

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Inclusion Expected standard

Leaders and staff get to know the needs of every child at the earliest opportunity. At the point of registration, leaders obtain information from parents and carers to help them plan for children's individual needs. They communicate regularly with parents to seek additional information and remain aware of any changes to barriers that exist for children's development. This collaboration means children have a personalised experience, but are also able to immerse themselves in all aspects of the holiday club.

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Inclusion Expected standard

Overall, there is an effective key-person system in place and staff take the time to build positive relationships with their key children. Leaders have weekly discussions to reflect on the support children with special educational needs and/or disabilities may require. This proactive approach allows leaders and staff to typically understand each child's individual developmental needs. Staff make adaptations to support children to settle in quickly. For example, they generally use different parts of the environment to help children engage in play in smaller groups. Staff provide resources within the room that allow children to manage their feelings, when they become upset or worried. The commitment of leaders and staff means that all children are well supported.

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Leadership and governance Expected standard

Senior leaders are passionate. They have an accurate understanding of the club's strengths and set goals for the future based on their observations. For example, senior leaders notice that times of transition are currently an area for improvement. They have taken swift action to model practice to staff and create helpful documents to support staff in refining their practice. Leaders working on site show a deep awareness of the needs of the children and families attending the club. They make informed decisions based on this. For example, leaders ensure that all age groups have resources that they can use if children start to feel anxious or experience strong emotions. Leaders' efforts have resulted in the development of an inclusive environment, where children and families all feel welcome.

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Leadership and governance Expected standard

Leaders follow robust recruitment processes and monitor the ongoing suitability of staff. New staff receive a well-planned induction. Leaders plan a programme of face-to-face and online training, which staff need to complete before starting. For example, staff attend face- to-face training and participate in the activities that they are then expected to lead for children once the holiday period starts. Staff do not always recall their training, meaning the knowledge is not consistently embedded in practice. Staff state they feel well supported by leaders at all levels within the organisation. Staff feel that their workload is manageable as leaders show a genuine interest in supporting them. They receive regular wellbeing check ins, guidance and advice when needed.

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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 full of anticipation, as they eagerly wait to find out what fun activities they will be participating in. They are welcomed by passionate leaders and staff as they confidently separate from their parents and carers. Children are warmly greeted by other children on arrival. This makes them feel valued and develop a sense of belonging. Staff know the children well, and immediately engage them in experiences that interest them. Children show they enjoy being with staff, who are thoughtful and understanding. Those who are new to the club settle in well due to the time staff spend building relationships with them. Children

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About this setting

Unique reference number (URN): 2861866 join in with morning welcome meetings to discuss the rules of the club. During this time, they exuberantly cheer on their friends, who have been selected as 'star of the day'. This leads to children generally behaving well throughout the day.

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About this setting

Children benefit from physical exercise by playing outside and engaging in games, such as musical statues. They also enjoy creative experiences, like den building and crafting artwork inspired by a storybook. The range of activities provided allow children to practise recall, problem-solving and teamwork. Children enthusiastically participate in group games, such as dodgeball, listening carefully to adults' expectations. They follow instructions and encourage one another to have a go. Children and their parents and carers talk positively about their experience at the club and the new skills they have gained.

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About this setting

Children benefit from close partnership working between parents and the holiday club. Children who face barriers are supported effectively through the setting's approach to inclusion. When leaders are informed of barriers, they swiftly create targeted plans for staff to implement. This means that all children have the opportunity to thrive. Changes to attendance are followed up promptly so children arrive safely.

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Next steps

Leaders should continue to review transition times, particularly as children move around the building, to ensure effective routines are consistently embedded. Leaders should strengthen their monitoring of professional development opportunities to ensure that training is consistently understood across all aspects of the holiday club.

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About this inspection

The inspector spoke with 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:

Eaton House the Manor 58 Clapham Common North Side LONDON SW4 9RU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Ultimate Activity Company Ltd

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Address:

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