Thomas Hickman Premier Holiday Camp

Thomas Hickman Premier Holiday Camp

Unique reference number (URN): 2801705 Address: The Thomas Hickman School, Belgrave Road, Aylesbury, HP19 9HP Type: Childcare on non-domestic premises Registered with Ofsted: 24/07/2024 Registers: EYR, CCR, VCR Registered person: AJK Sports 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 have created a positive and welcoming environment, where children feel safe and secure. They have high expectations of children's behaviour. Staff share these expectations with children at the start of each session. As a result, children understand what is expected of them and behave well.

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Behaviour, attitudes and establishing routines Strong standard

Children work well together. They are kind and helpful to each other. For example, older children help younger children find their water bottles. Children also work together to tidy resources away. This shows that children are developing positive relationships and understand the importance of working together as a team. Staff consider children's age and stage of development. This is reflected in the activities they provide and in the way staff interact with children. Staff give children support when they need it, while also encouraging them to be independent.

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Behaviour, attitudes and establishing routines Strong standard

Where minor issues arise, staff deal with them calmly and appropriately. They help children to understand what has happened and support them to resolve difficulties. This helps children to learn how to manage their behaviour and build positive relationships with others.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote positive attendance. They advertise the weekly activity board and promote special events through regular emails to parents and carers. This helps parents to understand what children can take part in and encourages them to attend. When children are absent, leaders follow this up promptly. They know which children are not attending and act quickly to find out why. This helps leaders to identify and address barriers to children's attendance.

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Children's welfare and wellbeing Strong standard

Children's safety and wellbeing are a clear priority for staff. Leaders and staff have an excellent understanding of children's individual needs and the barriers they face. As a result, there are rigorous and robust systems in place to keep children safe. Staff complete ongoing risk assessments and adapt their practice in response to changing circumstances throughout the day. For example, when a builder's vehicle needs to pass through the playground, staff proactively move the children to a secure area until it is safe for them to return. This responsive approach helps to minimise risks and ensures children's safety is consistently prioritised throughout the day.

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Children's welfare and wellbeing Strong standard

Children form positive relationships with staff. Staff know children well and are highly responsive to their varying needs. For example, they recognise when children need time to regulate in a quieter space and approach this sensitively based on the age of the children. Routines are well established. This helps children to feel secure as they know what is expected of them. Children are confident to communicate their needs to staff. Staff encourage children to try new activities and persevere, when they find something trickier. For example, during a game of basketball, staff encourage children to shoot the ball into the net independently. This builds children's confidence and resilience. Snack and lunchtime are sociable occasions. Children enjoy talking with their friends and staff while they eat. Staff supervise children appropriately and promote safe eating habits. Children are provided with healthy lunches. Staff also promote a healthy lifestyle by

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Children's welfare and wellbeing Strong standard

encouraging children to be physically active and drink water regularly. As a result, children are able to consistently make their own healthy choices. They select fruit to eat during snack times and talk about the healthy food in their lunch boxes. Children are happy, settled and confident. They have a secure sense of emotional wellbeing and feel safe in the care of staff.

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Inclusion Strong standard

Children experience an inclusive environment, where staff understand and value their individual needs. Staff know children well and understand what helps each child to feel safe, settled and ready to take part. They use this knowledge to plan activities that are suitable for children's age and stage of development. Children take part in activities that reflect their interests.

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Inclusion Strong standard

Children have choices about how they take part. Staff adapt activities, when needed, so that every child can join in. For example, when some children find large-group games overwhelming, children can choose quieter activities, such as construction or playing with the football. This helps children to take part in ways that suit their individual needs. Children experience kind, respectful and patient interactions from staff. Staff listen to children and give them time to respond. They respect children's views and choices. This helps children to feel secure and confident in the camp.

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Inclusion Strong standard

Children benefit from the detailed information that staff gather when they register. Staff use this information to understand children's needs from the start. Children also benefit from close partnerships between staff, parents and carers and external professionals. Information is shared effectively so that children receive the right support and are kept safe. Children feel included, valued and understood. They develop a deep sense of belonging in the camp.

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Leadership and governance Strong standard

Leaders have an excellent oversight of the provision. They keep children's needs at the centre of their decisions and make choices that support children's safety, wellbeing and enjoyment. Leaders recognise that investing in staff is key to providing high-quality care. They provide extensive training and development opportunities, supporting staff to continually strengthen their knowledge, skills and professional practice. Staff are encouraged and supported to access relevant qualifications and further learning, including apprenticeships. This helps them to develop their expertise and progress in their roles. Leaders prioritise staff wellbeing. They recognise the individual needs of each member of the team. Regular supervision sessions provide staff with opportunities to discuss their workload, wellbeing and any support they may require. Leaders listen to staff and respond appropriately. As a result, staff feel valued and well supported in their roles.

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Leadership and governance Strong standard

Communication with parents and carers is a strength. Parents report that communication is effective and that they feel well informed. Leaders gather detailed information about children when they register. This helps staff to understand children's needs and provide appropriate support from the start. Leaders have a clear understanding of how funding is used to provide places for children. They maintain close links with the local authority and the school. These links support families and help promote regular attendance.

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Leadership and governance Strong standard

Leaders understand the value of close community links. They work with the local authority and other community venues to widen opportunities for children and families. For example, they help families to access discounted places at football clubs and secure places at holiday camps through 'golden ticket' schemes. This helps reduce barriers for children and their families and ensures that more children can access enriching activities. Leaders know their provision well. They use their relationships, resources and knowledge of children and families to make decisions that have a positive impact on all children's experiences and outcomes.

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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 are welcomed by friendly faces, when they arrive. They sign in, put their bags away and quickly settle into organised activities. Children are happy to be at the camp and enjoy spending time with their friends. They experience consistent support and care because information is shared effectively between parents and carers and the camp's staff.

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

Children experience a wide range of activities, both indoors and outdoors. Activities are well thought out and matched to their age and stage of development. Children benefit from regular physical exercise through activities, such as dodgeball and basketball. They enjoy being active and work together as they take part in team games. Children enjoy activities that interest them and extend their skills. They move confidently between activities.

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

Children also have access to quieter activities, when they need it. They can choose activities that match their interests and energy levels. This helps children to enjoy a balanced day that supports their emotional wellbeing. Children know what is expected of them because daily routines are embedded. They understand the boundaries that help to keep everyone safe.

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

Children build very positive relationships with staff. They feel comfortable approaching staff. Children know staff will listen and respond to their needs. They receive encouragement from staff during activities and to keep trying when something is difficult. This helps children to develop perseverance and builds their resilience. As a result, children feel valued, included and confident to take part.

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

Staff use special events, such as the Commonwealth Games, to bring children and their families together. These events encourage children to join in friendly competition and learn about different sports. Children enjoy these shared events and develop their confidence, teamwork and understanding of sport. Children are motivated to try their best. They benefit from a 'champ of the camp' award being given at the end of each day. This recognises children's efforts and encourages them to persevere. Children are proud of their achievements.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should continue to focus on creating a transformational impact on the outcomes and experiences of children with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing.

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Address:

The Thomas Hickman School Belgrave Road Aylesbury HP19 9HP

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 09:00 - 15:30

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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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About this inspection

The inspector spoke with leaders, staff, parents and carers and engaged with 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 provision that is registered on the Early Years Register. The registered person must ensure that the provision complies with the statutory framework for children's learning, development, and care, known as the early years foundation stage.

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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