Epic Camps GJHA

Epic Camps GJHA

Unique reference number (URN): 2862687 Address: Gosforth Junior High Academy, Regent Avenue, Newcastle Upon Tyne, NE3 1EE Type: Childcare on non-domestic premises Registered with Ofsted: 29/10/2025 Registers: EYR, CCR, VCR Registered person: Rugby Minis NCL 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

Leaders ensure a positive and welcoming environment, which supports children's enjoyment and engagement. Children are happy and eager to attend. They are excited about the activities planned for the day, which are clearly explained by staff. Children develop positive and respectful relationships with staff and with their peers. Staff use a range of effective strategies to help children pay attention, when needed, and to listen to instructions. This supports the positive and safe environment. Although attendance is totally voluntary at the setting outside of school term, many children choose to return to the camp each school holidays.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff set high expectations for children's behaviour. These are applied positively, consistently and fairly. Any minor incidents of unwanted behaviour are quickly and discreetly addressed by staff. Leaders start each day by explaining to children the expectations for behaviour, including being kind to each other. Children listen and are well behaved. Leaders ensure that the daily routine is generally very well organised and that children know what to expect. Sometimes, however, waiting times during certain activities mean that some children begin to become restless.

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Children's welfare and wellbeing Expected standard

Leaders take account of staff's experience and skills, when determining the number of staff needed and how they will be deployed. They also carefully consider children's ages, needs and the activities being provided. As a result, staff to child ratios consistently meet the needs of the children, and support the effective management of the daily routine and activities. Staff generally demonstrate a secure knowledge and understanding of how to promote children's welfare and wellbeing, including their emotional wellbeing. For example, staff offer lots of support and encouragement to help children feel confident to join in different activities.

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Children's welfare and wellbeing Expected standard

Children's good health and wellbeing are at the heart of the holiday camp ethos. The caring and professional staff team ensure that the organisation's ethos is well implemented. As well as supporting children's physical health, emotional needs and social skills, staff also help children to practise good hygiene routines. This typically includes regular handwashing and independence during bathroom routines. Staff generally ensure that children have access to restful and quieter periods and activities throughout the day if they need or choose them. They also talk to children about the effects of exercise on their bodies and remind children to have regular drinks.

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Inclusion Expected standard

Leaders ensure an inclusive provision. They offer appropriate support for children with special educational needs and/or disabilities. Leaders carefully evaluate children's individual needs and work with parents and carers to identify the best environment for children. For example, some children may be offered a place at the provider's other, smaller setting if they feel that would meet the child's individual needs more effectively. Leaders are experienced in recognising when some children may need additional support and guidance. They adapt activities to ensure that all children are included, involved and feel valued. For example, by simplifying, breaking down or repeating instructions if needed. Leaders and staff demonstrate being very caring. They aim to provide the best possible holiday experience for children.

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Inclusion Expected standard

Leaders generally ensure they work with other organisations to support families experiencing any disadvantage. For example, they support families to receive help with attendance fees where eligible. Leaders obtain relevant information from parents about children's individual needs. This includes any medical needs. They also typically liaise with a child's school if relevant. Leaders ensure there are rigorous procedures in place for all staff to be aware of any medical or allergy requirements. This helps to ensure children's health and safety. Children learn about keeping themselves safe, which includes being reminded that food must not be shared.

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Leadership and governance Expected standard

Leaders ensure that staff have access to appropriate induction. This includes access to the camp's policies and procedures. Leaders have a clear oversight of the provision and are regularly involved. They offer support and guidance to staff, who comment that they feel well supported and love working at the camp. The staff team work well together. They enhance the experience for children with their friendly, enthusiastic and welcoming outlook.

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Leadership and governance Expected standard

Leaders know the local area well and offer other community activities, such as rugby training, that some of the children also attend. They also liaise with individual children's schools if relevant. This helps them get a better understanding of whether this, or another of the provider's settings, would suit a child's needs better. Leaders also discuss the different options available with parents.

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Leadership and governance Expected standard

Leaders take account of staff's, children's and parents' views to help evaluate the provision and identify strengths and weaknesses. There are some informal staff supervision procedures in place. However, these should be more formalised and targeted to identify where practice could be strengthened further. For example, to support staff to be able to quickly recognise and adapt activities and waiting times for children if needed. Staff liaise well with parents and carers, and keep them updated about their child's day. Parents receive updates and photos throughout the day about the activities their child is involved in. Parents report they are very happy with the provision. They say their children are really happy to attend and are disappointed on days they are not scheduled to go to the holiday camp.

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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 happy and excited to attend the daily holiday camp. They are cared for in set teams depending on their age. This supports children to develop friendship groups and a sense of belonging. Children's good health and wellbeing are at the heart of the holiday camp ethos. Leaders ensure this by providing a varied range of safe, energetic and sometimes competitive and fun activities. As well as engaging in lots of enjoyable physical and group activities, children also have opportunities to participate in quiet and calmer experiences. For example, they can choose to complete different craft activities, reading and

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About this setting

decorating biscuits. These are particularly useful for the younger children, who may become more tired towards the end of the day.

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About this setting

Children thoroughly enjoy all of the activities available to them and participate fully. Group and team games support children's social skills and their understanding of rules and fairness. Quizzes and guessing games encourage children's thinking, reasoning and turn- taking skills. Children listen carefully to staff instructions, and they are well behaved and respectful. They benefit from engaging really well with both their peers and with the enthusiastic, friendly and very approachable staff.

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About this setting

Children eat their lunch with their designated team staff member. Staff are excellent role models. For example, they carefully consider and ensure they model their own healthy food and drink choices at meal and snack times. Staff also enthusiastically participate in the activities and games alongside the children. Children feel included and fully involved. Staff are aware if individual children need additional support and help. They adapt activities, when needed, to support children's inclusion and confidence. This helps them flourish and enjoy their time at the holiday camp. As a result, many children choose to return to the camp each school holiday. They also talk to others about why they like coming to the camp.

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Next steps

Leaders should review waiting times during activities to build on children's positive behaviours and continue to provide consistently effective routines. Leaders should refine staff supervision sessions to enhance staff's enthusiastic practice further and ensure that all staff are highly skilled at quickly recognising and adapting activities if needed.

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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. Unique reference number (URN): 2862687

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Address:

Gosforth Junior High Academy Regent Avenue Newcastle Upon Tyne NE3 1EE

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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 - 17:30

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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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