Next Level Camps

Next Level Camps

Unique reference number (URN): 2833170 Address: St. Andrews School, Buckhold, Pangbourne, READING, RG8 8QA Type: Childcare on non-domestic premises Registered with Ofsted: 25/02/2025 Registers: EYR, CCR, VCR Registered person: Next Level Camps 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 generally behave well. Staff support children by reminding them to use good manners and sensitively encouraging those who are reluctant to participate. Staff discuss any concerns about children's behaviour with parents to identify strategies that best support individual children. Children typically respond well to staff's instructions. However, staff do not always reinforce rules and expectations consistently. For example, some children do not remain seated while eating. Leaders need to strengthen this practice to ensure that children understand and consistently follow expectations.

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Behaviour, attitudes and establishing routines Expected standard

Children show kindness and consideration towards their friends. For example, they willingly allow others to go first when taking turns on the climbing wall. They hold doors open for others and offer to help their friends open food wrappers when they struggle. When children have disagreements, staff quickly step in and support them to find resolutions. This helps children develop positive relationships with their peers and learn to resolve disagreements appropriately, contributing to a caring and respectful environment.

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Behaviour, attitudes and establishing routines Expected standard

Leaders support parents to understand the importance of punctuality and regular attendance. Staff follow up absences promptly and remind parents that children should arrive at the club by the agreed time. This helps children develop positive routines and ensures that they can access the full range of activities and experiences the club offers.

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Children's welfare and wellbeing Expected standard

Staff promote children's understanding of healthy eating through meaningful conversations during play and mealtimes. For example, as children creates meals in the mud kitchen, staff discuss whether chocolate cake would be a healthy choice for breakfast. At lunchtime, staff talk with children about how eating carrots helps to keep their bodies healthy. Children learn healthy practices, such as washing their hands before eating and after using the toilet. Staff supervise children well during mealtimes and encourage them to remain seated while eating. However, outdoors, some children occasionally get up while eating. This needs to be strengthened to ensure staff share and reinforce this expectation more consistently, helping children develop a clear and secure understanding of mealtime routines across all areas of the provision. Staff also ensure that children understand the importance of staying hydrated,

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Children's welfare and wellbeing Expected standard

Children receive support to develop their independence. Staff encourage children to complete tasks for themselves, such as collecting their own drinks and opening food wrappers, before offering help when needed. Staff also encourage children to take responsibility for their environment by tidying away toys before moving on to their next activity.

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Children's welfare and wellbeing Expected standard

Staff know the children well and adapt activities and routines to meet their individual needs. They provide children with time and space to calm down and regulate their feelings and emotions. This approach particularly supports children with special educational needs or barriers to learning, helping them feel safe, secure and understood. As a result, children become better able to manage their emotions, re-engage with activities and develop their confidence and independence.

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Inclusion Expected standard

Children attend from a range of different settings, enabling children from diverse backgrounds to benefit and learn together. They experience a wide range of activities that they may not otherwise have access to. Bringing children from different backgrounds together encourages them to learn from one another, develop a stronger sense of community and broaden their understanding and appreciation of the wider world.

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Inclusion Expected standard

Staff receive inclusion training, which equips them with the skills to assess, support and monitor children's development. They ensure that every child can participate meaningfully and that no child feels left out. For example, when organising sports activities, staff give every child a role that reflects their individual abilities and needs. When a child cannot participate physically, staff may give them responsibilities, such as referee or scorekeeper, or another supportive role. In this way, staff ensure that every child, regardless of barriers to learning, feels valued, involved and able to contribute.

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Inclusion Expected standard

Staff generally support children as they transition from one activity to another. They give children time to finish what they are doing before moving on to the next activity. However, staff do not always explain to children who are new what will be happening next, leading to confusion.

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Leadership and governance Expected standard

Leaders demonstrate a highly reflective approach to their practice. They regularly review their provision to ensure that they provide the best possible opportunities for children's development. For example, leaders evaluate which activities have the greatest impact on children's engagement and learning. They use this information to inform future planning and revisit successful activities the following year. Leaders value and respond positively to feedback from others. They proactively identify and address any issues promptly. For example, leaders introduced half-day sessions in response to feedback from parents, demonstrating their commitment to listening to families and adapting their provision to meet their needs.

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Leadership and governance Expected standard

Leaders ensure that staff follow safer recruitment requirements. The club has a robust onboarding system, which includes testing staff's knowledge of the club's policies and procedures. All staff complete initial and ongoing training. Leaders provide regular feedback to support staff's continued professional development and promote their wellbeing.

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Leadership and governance Expected standard

Parents and children speak highly of the club. Staff respond sensitively to children's needs and feelings. Effective communication ensures that parents receive feedback about any areas of concern. Staff work in partnership with parents to provide consistency between home and the club and resolve any issues that arise.

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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 receive a warm welcome and quickly settle into the exciting and engaging holiday club. They eagerly participate in a wide range of activities, including swimming, climbing and forest walks. Through these activities, children develop new skills, build confidence and experience a sense of achievement. At the start of each session, staff bring the children together and introduce themselves, helping children to feel secure and confident in their environment.

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Inspector:

Nina Fortuna Staff thoughtfully adapt activities to reflect children's different ages, abilities and individual needs. For example, younger children develop their climbing skills by using the lower levels of the climbing wall, where they can climb closer to the ground. Older children use safety harnesses to challenge themselves on the higher levels. This inclusive approach enables all children, including those who may experience barriers to learning, to participate fully and make progress. Staff give children clear and consistent safety instructions, helping them understand how to manage risks and keep themselves safe. As children tackle new challenges, they develop resilience, perseverance and a sense of achievement. Staff provide warm encouragement and praise children for having a go. Their encouragement helps children overcome uncertainty and build confidence. Children who initially say they are

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Inspector:

scared can often be seen celebrating with excitement after successfully completing the climbing wall.

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Inspector:

Children also form positive and supportive relationships with their peers. Staff actively encourage children to participate together and create opportunities for new friendships to develop. For example, children work in pairs during a descriptive drawing game. They listen carefully to their partner and interpret their instructions to create a picture. Staff clearly model the rules and expectations, enabling children to understand how to cooperate, communicate and take turns. Through these experiences, children develop their social skills and learn the value of listening to and working with others.

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Next steps

Leaders should embed procedures for preparing children's transitions from one activity to another, particularly for children who are new to the setting. Leaders should provide more consistency in behavioural expectations. Leaders should strengthen mealtime routines to ensure that children consistently sit down when eating.

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About this inspection

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

St. Andrews School, Buckhold Pangbourne READING RG8 8QA

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Address:

Type: Childcare on non-domestic premises

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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