Dream Wild Holiday Club

Dream Wild Holiday Club

Unique reference number (URN): 2815694 Address: The Rangers Centre, Stanton Country Park, Stanton Fitzwarren, Swindon, SN6 7SF Type: Childcare on non-domestic premises Registered with Ofsted: 16/01/2025 Registers: EYR, CCR, VCR Registered person: Swindon Tuition Centre 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 established a harmonious and respectful environment where expectations are consistently understood by children. Routines are fully embedded. For example, children confidently prepare for the forest, line up in height order and follow the leader as they move together. On arrival at the forest, children independently gather at the designated base and listen attentively as expectations are revisited.

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Behaviour, attitudes and establishing routines Strong standard

Children take increasing ownership of rules and routines. They confidently recall and repeat expectations, rather than relying on repeated adult direction. Staff consistently model positive behaviour and use praise, encouragement and clear expectations to help children understand how their actions affect others. Staff adapt their approach according to children's ages and individual needs, while maintaining consistently high expectations. Children who need additional support are helped to understand and participate in routines alongside their peers. This inclusive approach supports all children to experience consistent expectations and develop positive attitudes and behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate kindness, respect and cooperation across the mixed-age group. These positive behaviours are evident naturally as children play, explore and share experiences together. They readily include their peers and confidently engage in free-choice experiences. Children who arrive at different times are warmly welcomed and quickly included in established routines. Children speak enthusiastically about attending and demonstrate high levels of engagement when they are present. Warm, trusting relationships with enthusiastic and approachable staff help children feel secure. Consequently, children manage their behaviour increasingly independently, engage purposefully and demonstrate highly positive attitudes towards their experiences and each other.

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Children's welfare and wellbeing Strong standard

Children experience a nurturing, relaxed environment where their wellbeing is prioritised throughout the day. Staff routinely check how children are feeling and remain attentive to when reassurance or encouragement is needed. Children confidently approach adults for help and conversation, demonstrating the trusting relationships they have developed. Staff use patience, reassurance and positive praise to help children manage challenges, build resilience and grow in confidence.

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Children's welfare and wellbeing Strong standard

Children demonstrate that they feel happy, relaxed and highly engaged in their experiences. They enjoy playing card games with staff, creating in the mud kitchen, exploring the forest and challenging themselves on swings and climbing equipment. Children can also choose quieter experiences or relax in hammocks when they wish to. Staff enthusiastically join children's play while remaining attentive to their welfare. Inclusive approaches ensure that children with special educational needs and/or disabilities receive support that reflects their individual circumstances. For example, if a child requires dedicated one-to-one support, this is provided so that they can participate in the same experiences as their peers. This helps children feel secure, included and confident while supporting their individual wellbeing. This balance of active play, social interaction, choice and relaxation supports children's physical

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Children's welfare and wellbeing Strong standard

Everyday routines promote children's health, self-care and personal safety. Staff reinforce the importance of using the toilet, taking water and snacks and wearing appropriate clothing before entering the forest. Children confidently recognise hazards, understand established boundaries and know when adult support is needed. These well-established practices help children develop independence and make increasingly informed decisions about their own safety and wellbeing.

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Inclusion Strong standard

Leaders have created a highly inclusive culture where children's individual needs are understood and barriers to their participation are effectively reduced. Staff use information from families alongside their detailed knowledge of children to identify the support that children need. They skilfully adapt their communication, expectations and approach, helping children feel secure, confident and able to participate fully.

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Inclusion Strong standard

Leaders review the support that children receive and adapt arrangements in response to children's changing needs. For example, staffing and resources are adjusted flexibly, enabling children to continue participating fully as their needs change. Additional support enables children with special educational needs and/or disabilities to successfully access the wealth of outdoor opportunities, including exploring the forest, physical challenges and free-choice activities. Children are supported to make choices about how they participate, while staff remain attentive to when additional encouragement, reassurance or support is needed. This responsive approach enables children of different ages and abilities to enjoy experiences together.

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Inclusion Strong standard

Leaders maintain effective oversight of children requiring additional support, and use information about children's circumstances to inform staffing, resources and the support that children receive. This includes disadvantaged children and those known to children's social care. Staff benefit from ongoing training, supervision and professional development and demonstrate detailed knowledge of the children they support. Leaders are now focused on building on this successful work so that its positive impact on children's experiences and wellbeing becomes increasingly sustained and transformational.

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Leadership and governance Strong standard

Leaders have established an ambitious and highly supportive culture where decisions consistently prioritise children's experiences, safety and inclusion. They accurately understand the provision's strengths, and use their knowledge of children to make thoughtful decisions about staffing and resources. Additional staff are deployed where needed, enabling children who require extra support to participate fully in the opportunities available. Staff are carefully positioned across the outdoor environment and use walkie-talkies to communicate effectively, maintaining oversight while children enjoy considerable freedom to explore.

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Leadership and governance Strong standard

Leaders place high value on their staff and have fostered a happy and cohesive team. Staff feel valued, supported and confident seeking guidance from leaders and one another. Leaders consider staff wellbeing and workload when organising responsibilities. Supervision, training and continuing professional development build staff knowledge and expertise. For example, staff undertake training that helps them strengthen their understanding of children's differing needs and how to adapt their approach. This is reflected in staff's knowledgeable and responsive practice, helping all children to feel understood, supported and able to participate successfully in the experiences available. Leaders' high expectations are consistently reflected in the attentive, patient, knowledgeable and enthusiastic practice demonstrated across the staff team.

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Leadership and governance Strong standard

Leaders are highly reflective and committed to continually developing the provision. They welcome feedback and use it to consider how children's experiences can be improved further. Parents describe staff as friendly and approachable, and value how well they understand their children. Leaders now aim to evaluate and develop their successful practice further so that its positive impact is sustained and drives continuous improvement over time.

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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 flourish in the welcoming and adventurous environment at Dream Wild. They enthusiastically explore the forest, relax in hammocks, use swings and choose experiences that capture their interests. Staff encourage children to 'have a go' and give them considerable freedom to explore while helping them understand how to manage appropriate risks. Children confidently recall forest rules, recognise hazards and know when to seek adult help. Well-established routines give children security without limiting their independence. For example, children know to gather at the forest base and confidently explain the expectations that help to keep everyone safe.

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

Children develop warm and trusting relationships with staff. Adults are enthusiastic and attentive and genuinely enjoy joining children's play and conversations. Children speak enthusiastically about attending and describe staff as fun and approachable. Staff know children as individuals and use encouragement and positive praise effectively. For example, when children are less confident climbing across the ropes, staff remain close, offer reassurance and celebrate their efforts. As a result, children gain confidence, persevere with challenges and experience a real sense of achievement. Children consistently demonstrate kindness and respect towards each other. They are welcoming towards their peers and readily include them in activities and routines. This reflects the positive sense of community and belonging that children experience at Dream Wild.

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

Children with special educational needs and/or disabilities, and those who may face other barriers, are fully included in the life of the club. Staff understand individual children's needs and adapt their approach and level of support so that children can participate successfully alongside their peers. Leaders provide additional staffing, including individual support where needed, to ensure that children's needs are consistently met. This gives all children equitable opportunities to participate fully in the rich outdoor experiences available. Parents and carers value how well staff understand their children's interests and individual needs. Leaders make effective use of funded places to widen access for disadvantaged children.

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Address:

The Rangers Centre Stanton Country Park, Stanton Fitzwarren Swindon SN6 7SF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Swindon Tuition Centre Ltd

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Address:

Register(s): EYR, CCR, VCR Consequently, all children are welcomed and valued, and develop a positive sense of adventure, enjoyment and belonging.

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Next steps

Leaders should build on their highly inclusive practice to demonstrate how their successful work to remove barriers has a sustained and transformational impact on children's experiences and wellbeing. Leaders should continue to evaluate and develop their successful practice to demonstrate that its positive impact on children is sustained and drives continuous improvement over time.

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About this inspection

The inspector spoke with leaders, practitioners, children and parents 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 - 17:00

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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

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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