Adventure Camps

Adventure Camps

Unique reference number (URN): 2798333 Address: St Peters School, Clifton, York, YO30 6AB Type: Childcare on non-domestic premises Registered with Ofsted: 18/07/2024 Registers: EYR, CCR, VCR Registered person: Active Learning Childcare Services CIC

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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

Children respond well to the calm, positive approach used by staff, who model respectful interactions and encourage children to do the same. This helps children to build strong relationships and feel confident in the environment. Children also benefit from opportunities to mix with other age groups, with older children enjoying the responsibility of helping younger ones. As children mix with others from different schools, they build wider friendship groups and develop social confidence. Children feel understood, valued and able to participate confidently alongside their friends.

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Behaviour, attitudes and establishing routines Strong standard

Children show positive attitudes. They engage well in both structured and free-choice activities. They concentrate during creative tasks and demonstrate resilience when trying new challenges. Children beam with pride when staff praise their efforts. Leaders promote the value of regular, punctual attendance to help children to stay in regular routines and benefit from structure during holiday periods. Routines are varied yet familiar, and children receive clear information about what to expect each day. They also make choices that give them ownership of their experiences.

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Behaviour, attitudes and establishing routines Strong standard

Leaders ensure that behaviour approaches are inclusive. Staff adapt strategies for children who may need additional support, using calm voices, predictable routines and clear boundaries. Staff use familiar cues to support transitions. For example, they ask for 'hands on heads' when moving between activities or lining up for lunch, to prompt children to listen at key times. Children follow staff's guidance promptly and with responsibility. This contributes to a calm and orderly environment where children behave well. Staff respond consistently to children and help them to understand the reasons for rules and boundaries. This helps children to feel secure. As a result, the holiday club runs smoothly and children enjoy a positive, respectful atmosphere.

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Inclusion Strong standard

Leaders have a secure understanding of the unique and diverse needs of the children who attend. They prioritise inclusive practice and ensure that they, and staff, identify and understand children's needs from the outset. Leaders gather detailed information from families and use this to plan support that helps children to settle quickly and benefit as well as possible from the activities and experiences in the club.

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Inclusion Strong standard

Children with special educational needs and/or disabilities benefit from thoughtful adaptations that help them to take part in all activities at an appropriate level. Staff are sensitive to the particular needs of children who are known, or have previously been known, to social care. Staff use strategies that help children to manage their feelings and feel safe, including calm reassurance and predictable routines. They share information effectively within the team so that everyone understands how best to support each child. Staff also recognise when children may need more specialist help, and work openly with families and professionals to ensure that they can meet every child's needs in the club.

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Expected standard

Leaders and staff ensure that all children benefit from the same experiences, regardless of their circumstances. The setting offers funded places for children and families facing disadvantage, which ensures that children who may otherwise miss out can seamlessly join in and enjoy all of the activities available to other children. Staff ensure that children feel included and confident from the moment they arrive. All children benefit from the same opportunities and do not encounter any differences in what they experience each day.

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Leadership and governance Strong standard

Leaders maintain strong oversight of all aspects of the provision. They create a positive culture where staff feel supported, valued and able to reflect on their practice. Staff understand their roles and responsibilities very well. Leaders value the vast array of skills and knowledge that different members of the team bring, and invest in professional learning to continue building on this. They use staff expertise effectively across the site, particularly when supporting children who have special educational needs and/or disabilities. Staff wellbeing is a priority. Leaders deploy staff thoughtfully to maintain safe supervision and manageable workloads. They organise frequent social activities to celebrate the team's efforts and show staff how much they are valued. This contributes to a staff team where morale is high and all are motivated and enthused to provide the best experiences for children.

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Leadership and governance Strong standard

Leaders provide staff with detailed handbooks and ensure that clear communication systems and regular checks help to maintain consistency across the provision. They build meaningful relationships with families and communicate clearly about routines, expectations and children's experiences. They actively seek feedback from parents and children to support their in-depth evaluations of the services that they provide. Plans for continuous improvement are ongoing, and leaders consistently look for new ways to enhance the service. They have begun work to support children's understanding of nutrition and safe screen time, though this is still in its early stages.

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Leadership and governance Strong standard

Decisions are made with children's interests at heart. For example, careful allocation of funding ensures that as many children as possible access the full range of activities. Leaders are also beginning new projects to further strengthen their ability and capacity to support children with diverse needs even further, beyond the existing, highly effective arrangements.

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Children's welfare and wellbeing Expected standard

Leaders put much thought into procedures to ensure that children remain safe and well. Staff follow this guidance diligently. They carry out regular headcounts and deploy themselves well when moving around the site. This helps to ensure that children stay well supervised. Children respond well to the 'bathroom buddy' system, where they visit the bathroom in pairs. Staff supervise younger children during these times, which helps them learn the routine that they will follow independently as they grow older and take responsibility for this themselves. Staff support children's wellbeing, for example by sitting with them at mealtimes and supervising them closely. They encourage hydration and provide fresh fruit daily. However, children do not routinely receive guidance that helps them to recognise nutritious options at mealtimes. Leaders recognise this, and have begun working with parents to encourage healthy lunch boxes, but further time and effort is needed in order for this to have the

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Children's welfare and wellbeing Expected standard

desired impact. Leaders also want children to understand safe screen time. They do not allow screens in the club, encouraging children to choose more active, social play. However, although children frequently discuss digital content and games, staff do not yet teach them about ways to protect themselves when engaging with these. This limits children's ability to develop their understanding of how to keep themselves healthy and safe.

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Children's welfare and wellbeing Expected standard

There is a consistent key-person system in place for the youngest children. Each morning, older children are informed of which familiar team members will be leading their activities. These arrangements help to support children's sense of security. Staff respond compassionately to children's emerging needs. For example, when children feel unwell, they offer comfort until parents arrive to take them home.

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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 with enthusiasm and settle quickly into the familiar routines of this holiday club. They receive a warm welcome from staff, who greet them joyfully and help them to join their groups with confidence. Children enjoy a wide range of activities that encourage creativity, teamwork and exploration. They concentrate well during quieter tasks, such as drawing characters or decorating stones, and show pride in their work. During more energetic sessions, including outdoor games and woodland activities, children participate with excitement. For example, they are delighted when a ladybird comes to visit the bug house they have built from sticks.

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

Children move confidently around the site, playing and exploring happily alongside their friends. This is supported well by well-established routines and guidance from staff, who communicate their expectations clearly and well. Children follow staff guidance that keeps them safe, for example when staff clearly explain the activities and rules at a briefing session each morning. Children respond quickly to familiar cues during transitions and show respect for the environment and for each other. Their behaviour is consistently positive. They feel safe because they know that staff are close by to listen to them and respond calmly when they need reassurance.

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

Children build positive relationships with staff, who take time to understand their needs, interests and personalities. This helps children to feel confident and able to express themselves. Relationships between children are respectful, and they share resources and support one another during group challenges. Children also enjoy spending time with siblings during parts of the day. This helps younger children to settle and feel confident, while giving older children a sense of responsibility and empathy. Children enjoy plenty of opportunities to socialise with others. They enjoy their time in this supportive club where staff celebrate their achievements, encourage their exploration and create an environment where they feel safe and secure. Families appreciate additional support when it is needed,

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Active Learning Childcare Services CIC

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Address:

Register(s): EYR, CCR, VCR such as free transport provided by the club to help their children to attend and benefit from the club activities.

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Next steps

Leaders should continue their efforts to further develop children's understanding of the importance of a healthy, nutritious diet. Leaders should introduce age-appropriate ways to build even further on children's knowledge of the risks of using digital technology and how to keep themselves safe online.

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About this inspection

The inspector spoke with leaders, staff 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. 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

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

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