Oak Activities Upwood

Oak Activities Upwood

Unique reference number (URN): 2841229 Address: Upwood Primary Academy, Ramsey Road, Upwood, Ramsey, Huntingdon, PE26 2QA Type: Childcare on non-domestic premises Registered with Ofsted: 20/05/2025 Registers: EYR, CCR, VCR Registered person: Oak Activities 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 Strong standard

Leaders and staff embed a culture of kindness, care and respect. Children learn to collaborate and get along very well with others. Staff consistently model this in their interactions with each other. For example, staff ask if they can borrow a clay tool and they share it with other children. Children behave remarkably well. At the start of each day, the camp leader discusses the rules with the group, and children confidently explain the rules and how the rules keep them safe. Children respond well to the precise praise given to them. In a team game outside, staff praise the defending skills shown and help children play together as a team to be even more effective.

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Behaviour, attitudes and establishing routines Strong standard

Well-established routines ensure children feel secure and have maximum time to play. Children with special educational needs and/or disabilities receive highly effective support to access all aspects of camp life alongside their peers. All children quietly and sensibly get ready for snack and lunch, and they move from inside to outside calmly. Children show they enjoy the activities offered and concentrate for long periods of time. They show highly positive attitudes to learning. Children using clay thoughtfully decide what they would like to make, then carefully select resources to decorate their model. Children praise each other and kindly talk about the other models.

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Behaviour, attitudes and establishing routines Strong standard

Leaders monitor attendance closely and meticulously follow up any absences. They work with parents to help them understand the importance of punctuality and regular attendance so that each child can experience the many activities on offer at the camp.

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Children's welfare and wellbeing Strong standard

Staff know the children incredibly well. They gather information that helps them learn about each child when they first join the camp. They use this information effectively to plan a highly successful learning environment that removes barriers to learning. For example, by creating a sensory space for those who need some quiet time. Healthy eating is consistently promoted. Children make rainbow fruit skewers and are encouraged to try all the different fruits. All children are offered a healthy snack, and the lunches provided are nutritious. Many children bring in a packed lunch, and parents are given guidance to help ensure this is healthy and well balanced. All children enjoy daily opportunities to be physically active in the fresh air. They have access to structured games as well as free time on the climbing equipment or to play with smaller equipment.

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Children's welfare and wellbeing Strong standard

Children with special educational needs and/or disabilities thrive, as staff adapt routines and activities to meet their individual needs. Children learn to be independent as they hang their belongings up as they come in and later on, follow the lunch time routine. They are encouraged to take responsibility for their own welfare needs, for instance staff remind them to fill up their water bottles from the drinking fountain.

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Inclusion Strong standard

Leaders and staff place inclusion firmly at the heart of their work and provide a highly inclusive camp. Leaders take a highly proactive approach to identifying and reducing barriers to children's participation and wellbeing. As a result, all children can access all elements of this camp. Leaders skilfully support staff to adapt activities and interactions, for example, by using signs alongside spoken language.

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Inclusion Strong standard

Leaders understand how funding can be used effectively to help children reach positive outcomes. Funding is used to provide additional adult support, or specific resources needed. The camp has recently purchased sensory resources, such as weighted blankets and a bubble machine. Additional funding is also used to further enrich the experiences offered, for example, by funding an animal experience day. Staff support children known to social care sensitively. They work closely with other professionals, including the child's school and social workers. This means staff know each child's needs well, and can create highly effective personal plans.

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Inclusion Strong standard

Leaders prioritise staff development and provide high-quality training. This means that staff are equipped with excellent knowledge on how to support children with additional needs and/or other barriers to their learning. As a result, children thrive, and have a deep sense of belonging.

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Leadership and governance Strong standard

Leaders are passionate about ensuring every child in the setting thrives. Leaders are reflective. They know the setting's many strengths and have a clear plan for the future. Leaders prioritise professional development for all staff to ensure that they can be responsive to the needs of all children. Staff have had training on emotional literacy and therapeutic thinking. This enables staff to skilfully support children's emotions, and understand the reasons behind behaviours. Staff are trained in play approaches, and this means that there is clear learning linked to all activities. As a result, children learn both academically and socially while at camp.

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Leadership and governance Strong standard

There is a well-established culture of ongoing improvement. Parents and staff are encouraged to provide feedback, and this is used to drive change. Staff gather every morning for a briefing. This means they are all clear about their roles and responsibilities and understand the aims of the activities on offer each day. Staff feel well supported by leaders, and value the high-quality training they are given.

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Leadership and governance Strong standard

Parents are overwhelmingly positive about the camp, and the wide range of activities they offer. They feel the camp offers good value for money, and that staff know each child very well. As a result, parents say their children love coming and many return year after year. Leaders and staff also work closely with a wide range of professionals to support children's needs. This means that all children can be included.

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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 come to camp with big smiles and are pleased to see their friends and the staff. They enjoy the vast range of activities on offer, which include craft and physical activities. These are further enriched by workshops, such as a 'Wicked' musical theatre day, or a 'fossil' day. Children are encouraged to have a go at everything on offer. This means there is something for every child to enjoy. If a child is not keen to take part, staff skilfully find ways to get them involved. For example, they may ask the child to help keep score, or to create a banner to cheer a team on. This helps all children feel included.

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Address:

Upwood Primary Academy Ramsey Road, Upwood, Ramsey Children explore the activities in their own way, and activities are open ended. Children enjoy using clay and talk about their models being 3D or flat. They make models based on their own interests, and this means the end results are highly individual. Staff encourage them as they work, showing them new techniques to try. This support helps children to focus for long periods of time and they are proud of their finished pieces.

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Address:

All children can access the club as leaders have worked tirelessly to ensure the camp is available to everyone. They have carefully considered costs, hours and staffing and, as a result, have removed many barriers to attendance. Children have a large outdoor space, and have room to run, climb and make up games with their friends. Inside, there is a quiet space, and children enjoy using this, and this helps them manage their emotions. As a result, the camp is calm and harmonious. Children are also able to follow their own interests; several children chose to quietly colour in outside. They know they can make their needs known and that staff will listen to them. This helps them to feel valued and to belong.

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Next steps

Leaders should support staff to further tailor activities to meet the individual needs of all children to remove barriers for children who need extra help to realise a transformational impact on all children's participation and wellbeing.

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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 Huntingdon PE26 2QA Type: Childcare on non-domestic premises

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 16:00

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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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