Super Camps- North London Collegiate School

Super Camps- North London Collegiate School

Unique reference number (URN): 2785579 Address: North London Collegiate School, Canons, Canons Drive, Edgware, HA8 7RJ Type: Childcare on non-domestic premises Registered with Ofsted: 11/06/2024 Registers: EYR, CCR, VCR Registered person: Super 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

Children demonstrate high levels of engagement and show a clear understanding of routines and expectations. They treat staff with respect and respond positively to guidance. For example, during cooking activities, children follow instructions carefully and learn about safety in a kitchen.

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Behaviour, attitudes and establishing routines Expected standard

Behaviour at the setting is consistently positive. Children cooperate well and support their peers. Older children help others during activities, such as by calling staff when their peers need support. This typically fosters a sense of community and belonging in the setting. Occasionally, staff remind younger children about safe running and to wait patiently for their turn. This reinforces clear expectations of fairness and maintains a respectful environment. It also supports children to regulate their emotions and actions. Children demonstrate positive attitudes to learning in activities, particularly in creative experiences, and show curiosity and enthusiasm.

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Behaviour, attitudes and establishing routines Expected standard

Staff manage transitions calmly and effectively, and children behave sensibly. Children move between activities with minimal disruption. For example, children of different ages collect their belongings and line up to go to the hall in an orderly manner after outdoor sports and games. Leaders maintain oversight of children's attendance and follow up promptly when children who are expected do not attend.

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Children's welfare and wellbeing Expected standard

Staff support children's welfare and wellbeing well through attentive supervision and secure care routines. Leaders are mindful of children's safety and welfare in the setting. They ensure productive communication and organisation as a team so that children are cared for appropriately in all areas. Staff position themselves effectively across the main hall and playground. They offer guidance on playground structures and ensure that children move safely between areas.

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Children's welfare and wellbeing Expected standard

Staff care for children with additional medical needs effectively. Children receive support to understand healthy eating choices through conversations during mealtimes and cookery activities. This helps them to develop an awareness of healthy lifestyles.

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Children's welfare and wellbeing Expected standard

Staff demonstrate warm and responsive relationships with children. They sit with children at snack time, engaging in meaningful conversation. Staff support younger children to develop independence, such as by peeling their own fruit and managing their belongings. Children approach staff confidently for reassurance and assistance, reflecting secure attachments. In the main, staff support children to recognise and express their choices during play and transitions. They offer calm guidance when children become excited or need reassurance.

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Children's welfare and wellbeing Expected standard

There are strategies for supporting children with special educational needs and/or disabilities that are agreed upon by all staff. Staff adapt activities to consider the individual needs of all children and help them comfortably participate as much as possible. For example, they provide step-by-step instructions and demonstrate how to do something. Quiet areas for younger children, such as with sensory toys and drawing activities, are available so that children have space to manage their emotions and re-engage positively when they are ready.

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Inclusion Expected standard

Leaders and staff gather information from parents and carers and other professionals so that they have a secure understanding of the varying needs of children. This ensures that they understand and meet children's individual care needs appropriately. Leaders and staff make considerations and adaptations to practice such that all children can participate safely and fully with their peers. For instance, leaders work with parents to understand what specific actions are needed to keep children safe, and children have suitable individual support when they need one-to-one supervision.

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Inclusion Expected standard

Leaders recognise how to make activities flexible for children's needs so that staff support children with special educational needs and/or disabilities well. For example, they adapt activities, resources, environments and expectations so that all children can take part successfully. Children generally keep on trying when they find activities more difficult. Staff assess risks and ensure that they step in, when needed, to support children's health and physical needs to keep them safe. Staff offer children plenty of warm praise. As a result, children feel included, valued and able to access all aspects of the provision successfully and further develop their independence.

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Leadership and governance Expected standard

Leaders organise the setting well. They demonstrate a reflective approach to their practice and a vision for this holiday provision. Leaders know what works well and what needs to develop further. They meet with staff regularly, listen to their views and help them manage their workloads. Leaders make sure that staff access the training they need to be confident in their role. This includes safeguarding training so that their knowledge and understanding are always up to date. They encourage staff to take part in extra professional learning. This helps to improve activities for children in the different groups. However, all children are not often engaged together in shared activities so that younger and older children can learn from each other.

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Leadership and governance Expected standard

Leaders describe how they follow robust procedures and regularly monitor the environment to ensure children's safety and their security. They make sure that staff are equipped with current risk assessments and comprehensive knowledge to help them support children's specific needs, for example regarding allergy care and appropriate health support.

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Leadership and governance Expected standard

Leaders recognise the importance of partnerships to support the needs of all children, including those with special educational needs and/or disabilities, those who are disadvantaged or those who face barriers to wellbeing. They outline how they gather information from parents and carers to enable them to support children's safety, welfare and wellbeing. Leaders describe a flexible approach to supporting families. For example, parents can book the holiday club easily on a daily basis.

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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 feel happy as they attend this welcoming setting. From the outset, children understand what is expected of them. They contribute actively during morning circle time. They revisit the setting's rules, which include being kind, staying safe and having fun. This supports children to feel secure and gives them a sense of community. Children build trusting relationships with staff, who listen to them, respond to their needs and respect their decisions. Children confidently approach staff for help. Clear routines help children to understand what will happen next, which strengthens their sense of security. Children

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About this setting

Unique reference number (URN): 2785579 develop positive social skills as they play, and often help each other. For example, they take turns on a bouncy castle indoors and support each other during ball games outdoors. Children treat each other with kindness and respect, creating a friendly and inclusive environment.

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About this setting

Children enjoy a wide range of activities and feel that they belong. They particularly enjoy cooking sessions, where they learn about healthy ingredients. Children spend time engaged in indoor creative activities, sports and physical play throughout the day. They concentrate well and learn alongside their peers. Staff adapt activities to meet children's individual needs, including those of children with special educational needs and/or disabilities, so that every child takes part and achieves well.

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About this setting

Children gain confidence and take responsibility during daily routines. They tidy away resources, make choices about their play and sit together with other age groups during snack times. This encourages children's conversation and social interaction. Children behave well and follow clear expectations, contributing to a calm and purposeful environment. They feel safe and know that staff will support them if they have worries. Children attend regularly and enjoy their time at the setting. Staff celebrate children's individual efforts and achievements, which helps children to feel proud and valued.

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Next steps

Leaders should create more opportunities for children of different ages to engage in shared activities to support their interaction and engagement across the provision.

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About this inspection

The inspector spoke with leaders, staff, children, and 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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Address:

North London Collegiate School Canons, Canons Drive Edgware HA8 7RJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 17:00

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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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