Camp Beaumont - Saint Ronan's

Camp Beaumont - Saint Ronan's

Unique reference number (URN): 2857202 Address: St. Ronans School, Water Lane, Hawkhurst, Cranbrook, TN18 5DJ Type: Childcare on non-domestic premises Registered with Ofsted: 15/07/2025 Registers: EYR, CCR, VCR Registered person: CB (Oldco) 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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Inclusion Strong standard

Leaders have created a welcoming and inclusive environment where staff identify children's needs early and support them effectively. An inclusion leader works very closely with families from the time of booking. Leaders gather detailed information about children's needs to create a support or healthcare plan for each child. Leaders share this plan with staff so that they can adjust activities to meet the needs of all children. This helps children to swiftly access all that the club has to offer.

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Inclusion Strong standard

Staff adapt their practice to support children with special educational needs and/or disabilities (SEND) or other barriers to learning. For example, staff inform parents and their children of any changes to the routine, such as the cancellation of swimming, in advance. This helps children prepare for unforeseen adjustments. Visual prompts are used to support children in remembering the plan for the day. This positive approach helps children to fully participate in all activities, such as group ball games.

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Inclusion Strong standard

Leaders regularly discuss and review arrangements with parents to ensure that they remain relevant and effective. Where appropriate, leaders engage with external professionals and include their advice in support plans. Leaders have a comprehensive knowledge and understanding of SEND and ensure that training supports staff's understanding of inclusive practice. Leaders have created a positive culture of inclusivity for all children.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between staff and children are positive. This helps children feel confident and safe. There is a calm and purposeful atmosphere throughout the day. Staff and leaders have high expectations for children's behaviour and these are generally followed.

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Behaviour, attitudes and establishing routines Expected standard

On occasion, children lose interest in activities because they wait for long periods of time for their turn in the game, or to move to the next activity. At these times, children do not listen attentively to what staff are saying, creating further delays. This does not consistently help them to display the best possible behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate an ability to share and take turns. For example, children engage with staff to roll the ball to each other, and children make decisions together about where to place the bricks in a tower. Children get on well and are polite and respectful to each other and to staff. Staff manage minor disagreements effectively and provide reassurance for children with special educational needs and/or disabilities.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote attendance effectively to ensure that children make full use of the facilities and activities available in the club. When children are late or absent, leaders contact parents to ensure they are safe.

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Children's welfare and wellbeing Expected standard

Leaders provide a welcoming environment where wellbeing is prioritised. The staff know the children well and ensure that children with special educational needs and/or disabilities (SEND) are able to access the activities by ensuring that they are appropriately adjusted. Occasionally, there is a lack of variety in the activities provided, resulting in a lack of interest and motivation among children. Relationships are warm and trusting between the children and the staff. This helps children feel safe and secure in the club. Staff support children to manage their feelings and provide comfort and reassurance when necessary.

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Children's welfare and wellbeing Expected standard

Children are encouraged to manage their own personal hygiene independently. They are regularly reminded to wash their hands, for example. Staff ensure that children understand routines that promote their wellbeing. For example, they walk along the decking while holding the rail, because it may be slippery due to rain. Children participate in active play, following the rules of the game. Staff ensure that all children, including those with SEND, are appropriately supported to enable them to access the activities.

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Children's welfare and wellbeing Expected standard

Leaders effectively promote children's understanding of healthy choices. Parents receive information and advice regarding the provision of healthy packed lunches. Lunchtime is a social time where staff and children sit together and chat about their experiences and food preferences. Staff encourage children to distinguish between healthy and unhealthy foods. Children create drawings of a healthy meal, demonstrating their understanding.

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Leadership and governance Expected standard

Leaders have a clear understanding of their strengths and areas for development. They are reflective and have identified that inclusion and staff training are strengths of the club. Leaders recognised that their provision for children who speak English as an additional language was an area to improve. They have since introduced vocabulary cards and the use of translator applications to provide support in this area for both staff and children. Leaders are working hard to help children understand how to eat healthily. They are providing parents with information and creating discussion times with children to support their understanding of healthy options.

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Leadership and governance Expected standard

Leaders are ambitious and make decisions that benefit all children, including those with special educational needs and/or disabilities (SEND). This ensures that all children can access the wide-ranging facilities available, contributing to a fun-filled day. Staff are pleased with the regular conversations they have with leaders to discuss their practice and training needs. Mandatory training must be completed before they begin work at the club, and this helps staff feel supported and valued in terms of their wellbeing. Leaders are conscious of staff workload and provide effective support. This helps to ensure that the working environment is positive.

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Leadership and governance Expected standard

The staff team is stable, and this helps to ensure that relationships are consistent. Parents are positive about their child's experiences at the club. Parents of children with SEND value the communication they have with leaders and the flexibility of the club in meeting their child's needs.

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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 arrive at the club and settle quickly into familiar routines. The staff and children greet each other warmly. Children and staff are often returnees to the club and know each other well. Children settle quickly and happily into the available activities, chatting amicably

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Inspector:

Jill Thewlis with their friends. Relationships are trusting between the staff and the children, and this helps children to feel safe, secure and valued.

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Inspector:

When all the children are present, staff gather them together to talk about the day's activities and to review the values of the club. Children and staff engage in a 'wake and shake' activity, which supports physical development. Staff have high expectations for behaviour, and children respond to these positively. Children enthusiastically engage in an activity that involves aiming beanbags into a bucket. They take turns and support each other, picking up the beanbags that miss the bucket. A few children do not participate, and a member of staff engages these children in throwing and catching games, promoting turn-taking. The environment, both indoors and out, offers opportunities for a wide range of activities to support physical development and active play, such as visiting the farm or using outdoor climbing equipment.

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Inspector:

Staff are interested in what children are doing and provide support where necessary, including for children with special educational needs and/or disabilities (SEND) or with other barriers to learning. Parents are happy with the provision. They are appreciative of the range of activities, including those provided by external companies. The parents of children with SEND are particularly pleased with the level of support available for their children and the regular communication they have with staff. Parents are confident that their children are safe, secure and happy in the club.

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Next steps

Leaders should support practitioners to plan and organise more varied activities so that children remain engaged, purposeful and actively involved throughout the session. Leaders should ensure that children are not waiting for lengthy periods of time for their turn in an activity, improving their interest and motivation.

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About this inspection

The inspector spoke with 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. Ronans School Water Lane, Hawkhurst Cranbrook TN18 5DJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 16:30

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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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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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