Ultimate Activity Camps at Headington Rye Oxford

Oxford

Unique reference number (URN): 2811384 Address: Headington Rye Oxford, Headington Road, Headington, OXFORD, OX3 7TD Type: Childcare on non-domestic premises Registered with Ofsted: 04/10/2024 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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Children's welfare and wellbeing Strong standard

Leaders have established effective care practices that support children's individual welfare and wellbeing. At the morning welcome, staff warmly introduce themselves and check that children understand how to stay safe. Children confidently recall rules about allergies, food and drink, sun cream, respectful behaviour, reporting concerns and the fire drill. Children know to tell an instructor if they are upset or see something they are concerned about.

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Children's welfare and wellbeing Strong standard

Registration and clear routines help children feel secure throughout the day. Information about children's medical needs, allergies and other requirements is gathered before attendance and remains available to staff. Handover arrangements ensure continuity when staffing changes.

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Children's welfare and wellbeing Strong standard

Relationships are warm and responsive. Staff consistently model positive interactions and encourage children to listen to and support one another. When children feel unsure about engaging alone during particular games, such as 'Duck, Duck, Goose', staff offer support and encouragement to run alongside them. This builds their confidence, enabling them to participate independently. Staff also respect children's individual choices during games and the children's preferred level of engagement.

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Children's welfare and wellbeing Strong standard

Children develop a strong understanding of physical health and safety. During physical activities, staff explain the importance of exercise, warming up and different muscle groups. Children participate enthusiastically in running, jumping, stretching and throwing activities. Regular shaded drink breaks reinforce the importance of hydration and rest. This highly impactful approach helps children understand how to make healthy choices and recognise what their bodies need to stay active, safe and well. Children benefit from daily physical activity and outdoor experiences. At snack time, staff discuss healthy food choices and children socialise well.

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Leadership and governance Strong standard

Leaders demonstrate a clear understanding of the setting's context, strengths and areas for development. They consistently provide a varied range of age-appropriate activities and respond effectively to changing circumstances, including weather, children's interests and individual needs. Resources are managed well, and leaders use contingency spaces when required to maintain children's experiences. For example, there is a space set up with a range of activities, supporting a range of skills, which can be used alongside the timetable and allows the staff to adapt to changing needs or children's interests if required.

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Leadership and governance Strong standard

Leaders make decisions in children's best interests, and their high expectations for behaviour are consistently reinforced through child-friendly messages, such as 'kind words, kind hands'. Transitions are well organised, with children clearly informed about what is happening next. Staff work positively with parents during transitions to ensure that children have everything they need and settle quickly.

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Leadership and governance Strong standard

Leaders support staff development through observations, feedback, regular professional development opportunities and end-of-season appraisals. When staff identified behaviour management as an area for development, leaders responded by introducing relevant training. This demonstrates that leaders listen to staff and act to strengthen practice. Overall, leaders are responsive to children's individual needs and adapt provision accordingly. They also consider staff workload through effective organisation and contingency planning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders establish high expectations for behaviour, which are clearly understood by children. During the morning welcome, children actively participate in recalling the camp rules and demonstrate well-retained knowledge of what is expected. Staff reinforce expectations through clear explanations, including the importance of keeping everyone safe and treating others, adults and the environment with respect.

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Behaviour, attitudes and establishing routines Expected standard

Practitioners are positive role models and consistently teach children to treat others with kindness. Expectations, such as 'kind hands, kind words', are reinforced throughout the day. Staff use specific, positive praise to recognise children's behaviour, such as 'good team work' during a 'Mini Olympics' session. This helps children understand which behaviours are valued and encourages them to repeat them. Children play games, take part in activities collaboratively and get on well with each other. This is evident across activities and during transitions, where children cooperate successfully and follow staff instructions. Staff provide clear communication about routines so that children understand what they are doing and what will happen next. Leaders prioritise adaptations for age groups. For example, they ensure the spaces used, language, resources, and activities are age-appropriate and are differentiated for each age bracket.

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Behaviour, attitudes and establishing routines Expected standard

When behaviour does not meet expectations, staff explain calmly why it is inappropriate and refer children back to agreed rules. Leaders provide staff with further training to help them consistently support all children's behaviour according to their age, stage of development and individual circumstances. Children understand safety rules on the inflatable and respond positively to clear boundaries and timed turns. While most children remain highly engaged, some become restless during longer waiting periods and so, leaders should prepare activities for children during waiting times to maintain engagement for all children.

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Inclusion Expected standard

Leaders develop effective arrangements to identify and assess children's individual needs. During the booking process, information provided by parents is reviewed by the staff who support children with special educational needs and/or disabilities, who will contact families where further information is needed about their child and their individual needs. Staff with responsibility for inclusion arrangements, then identify the support and adaptations required and share key information with camp managers, who communicate this to all staff.

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Inclusion Expected standard

Leaders take appropriate action to reduce barriers to children's participation and wellbeing. Activities and resources are adapted to meet individual needs, and children enjoy utilising the outdoor space for engaging games, such as relays, races and multi-skills activities, where children work as a team and follow age-appropriate rules and instructions. Children are often encouraged to recall the instructions to ensure understanding.

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Inclusion Expected standard

Sensory bags, visual prompts, flash cards, and 'Now and Next' cards help children to regulate, communicate and understand what is happening. This ensures all children are informed and supported. Leaders use online translation methods to support clear communication with children and families who speak English as an additional language. Risk assessments are completed where necessary. Leaders review children's needs when they attend camp and communicate relevant information to staff.

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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 enjoy coming to the camp and experience a welcoming, well-organised environment where they feel safe, valued and included and staff know them by name. Staff take time to find out how children are feeling when they arrive and check they have everything they need, giving the children a sense of belonging from arrival. Children know the routines and expectations, and are supported to move confidently between activities. Staff communicate clearly about what is happening next, helping children to feel secure and settled.

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

Children form positive relationships with staff and their peers. They learn the importance of 'kind words, kind hands', and are encouraged to treat others with respect. Children play games and take part in activities collaboratively, getting on well with each other and building positive social skills. Staff give specific praise, such as 'good running' and 'super listening', helping children to understand and repeat positive behaviours. Children enjoy a broad range of age-appropriate activities and develop their knowledge, confidence, physical skills and independence through active and outdoor experiences. They demonstrate good understanding of healthy lifestyles, including the importance of exercise, drinking, eating healthily, resting and taking shade breaks. Children contribute their own ideas and knowledge during discussions and activities.

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

Children with additional needs are supported to participate fully. Staff adapt activities and resources, and use sensory resources, visual prompts and 'Now and Next' cards where needed. Families are welcomed and their information is used to help staff meet children's individual needs. Children feel listened to and valued when staff act on their suggestions, helping them to contribute meaningfully. Staff encourage children to try new experiences, persevere when activities are challenging and celebrate their successes. This helps children to build resilience, develop self-confidence and thrive in the welcoming environment.

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Address:

Headington Rye Oxford, Headington Road Headington OXFORD OX3 7TD

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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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Next steps

Leaders should continue to help staff constantly support children's positive behaviours, particularly during waiting times.

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About this inspection

The inspector spoke with the Operations Team and Training Manager, Camp Manager and staff 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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