Kidz Camp Essex Colchester

Kidz Camp Essex Colchester

Unique reference number (URN): 2811586 Address: The Stanway School, Winstree Road, Stanway, Colchester, CO3 0QA Type: Childcare on non-domestic premises Registered with Ofsted: 11/10/2024 Registers: EYR, CCR, VCR Registered person: Kidz Camp Essex 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

Staff build warm relationships with children and create a harmonious and respectful culture where everyone is treated with kindness. Leaders recognise that children attend from different schools and backgrounds. They consistently focus on helping children to develop highly positive and respectful bonds with each other. For example, they encourage children to be 'buddies' to those who are new to the camp, which helps to build their resilience and confidence from the beginning.

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Behaviour, attitudes and establishing routines Strong standard

Staff guide children to develop the camp's behaviour rules together, which they revisit with them at the beginning of each session. This inspires children to feel a strong sense of ownership for their behaviour. For example, when setting up new games, children thoughtfully talk about how they can adapt the rules to suit the youngest children and those who have special educational needs and/or disabilities. Children behave impeccably during mealtimes. Staff are readily on hand to calmly remind younger children about expectations and promote kind behaviour. For example, they consistently praise children for helping each other to open food packaging or clean up spillages.

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Behaviour, attitudes and establishing routines Strong standard

Leaders monitor attendance carefully. They are mindful of the financial barriers some families face and continue to develop purposeful initiatives to tackle these, such as by offering the option of an inclusive breakfast and cold lunch for all children. Consequently, children that face barriers to their wellbeing receive the support they need to feel settled and benefit from the camp's activities.

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Children's welfare and wellbeing Expected standard

Staff know children well and use their knowledge of individual children to provide sensitive support, particularly at the beginning of each session. Key persons talk to younger children about their interests to help build their confidence when separating from their parents and carers.

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Children's welfare and wellbeing Expected standard

Leaders introduce initiatives that support the safe, inclusive and efficient running of the camp. For example, they recently developed a comprehensive reference guide to help staff to check for allergens in commonly provided foods. This helps staff to meet children's individual dietary needs well.

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Children's welfare and wellbeing Expected standard

Leaders recognise the importance of helping children develop healthy lifestyles. They plan and provide a fun mix of activities to encourage children to get their bodies moving, including large inflatable obstacle courses and various outdoor sports. Staff lead conversations that encourage children to think about how they can look after their bodies and stay healthy. For example, they build children's awareness of the need to have extra drinks when exercising to ensure they stay hydrated. In extreme weather conditions, such as a heatwave, staff are mindful to ensure that children continue to be active while limiting their exposure to the sun. For example, they make use of a large hall for indoor sports. However, although leaders acknowledge that these energetic activities can sometimes cause younger children to become tired, they do not consistently adapt the space to ensure that children can independently choose to rest and relax in comfort when needed.

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Inclusion Expected standard

Staff have a clear understanding of children's individual needs. They quickly and accurately identify when children may need additional help to take part in an activity or access the environment. Overall, they adjust their approach appropriately to ensure that children can participate and enjoy the experiences available to them. Children with special educational needs and/or disabilities (SEND) are supported closely by their key persons, who understand how to help them to regulate their emotions during more active and noisy activities. Specifically trained staff are readily available to offer staff extra guidance about inclusive practice. For example, they show less experienced staff how to support children with SEND to complete tasks for themselves, such as cutting up an apple and using scissors.

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Inclusion Expected standard

Leaders consider the needs of individual children in their activity planning. This guides staff to understand how to adapt their interactions with children. For example, when children do not want to participate in a group experience in the same way as others, staff find alternative ways for them to remain included.

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Inclusion Expected standard

Parents and carers are invited to share information about their children's needs when booking sessions, including any current or previous involvement with social care. This enables staff and parents to work together from the outset to ensure that appropriate practical and emotional support is in place for children.

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Leadership and governance Expected standard

Those responsible for governance have a clear and ambitious vision for the camp. Leaders oversee the provision effectively and ensure that staff understand their duties in relation to children's care, wellbeing and experiences. They regularly base themselves at the camp to get to know the children, observe practice and communicate with staff, parents and carers. This helps leaders to develop a clear understanding of the provision and generally helps them to identify areas for improvement that will bring about the most benefit for the children and their families.

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Leadership and governance Expected standard

Leaders ensure that they are available at the start of each session. They use this time to speak to parents and carers and discuss any changes since their children last attended. Parents are directed to the camp's website for regular updates about the activities planned for each session. Leaders provide guidance to staff to ensure that any barriers to children's participation in each activity are addressed, often in partnership with parents.

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Leadership and governance Expected standard

Staff receive regular and relevant training that builds on their experience of working with children in schools and other settings. Leaders carefully review staff wellbeing and workload, and there is a supportive and cooperative atmosphere among the team. Although staff work across different rooms, leaders provide walkie-talkies to help them to communicate throughout the day. This helps to support effective transitions between activities and helps leaders to deploy staff appropriately to keep children safe.

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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 thrive in the friendly and welcoming environment at the camp. They settle well and quickly become familiar with the routines of the day. For example, they look forward to key moments, such as visiting the tuck shop and playing outdoors. Children confidently

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About this setting

Unique reference number (URN): 2811586 approach familiar staff to talk, seek reassurance or ask for help. They show that they feel safe, comfortable and included. Children who are new to the camp are supported to get to know others and join in with activities, often with the encouragement of their caring peers.

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About this setting

Children enjoy taking part in fun challenges and often choose to involve the staff. For example, younger children work together to build the tallest tower and share the excitement with staff when their towers eventually tumble down. Children develop positive behaviours, including cooperation and resilience, through these engaging experiences. All children receive appropriate additional support and adjustments so that they can take part in activities. For example, children with special educational needs and/or disabilities are encouraged to complete creative activities, such as decorating paper snakes with coloured sequins. They respond well to the direct support from their key person, who makes suggestions and provides guidance to help them to achieve their own ideas.

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About this setting

Children have opportunities to share their views about activities. They tell staff about their favourite sports and games, and these are included where appropriate. Children benefit from regular communication between home and the camp. Their individual circumstances and needs and any barriers to their attendance are understood, helping them to access the provision consistently.

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Next steps

Leaders should ensure that the environment offers space where children can independently choose to rest and relax according to their needs.

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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.

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Address:

The Stanway School Winstree Road, Stanway Colchester CO3 0QA

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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