Camp Beaumont - DonheadOfsted report card, 30 Jul 2026

Camp Beaumont - Donhead

Unique reference number (URN): 2811353 Address: Donhead Preparatory School, Donhead Lodge, 33 Edge Hill, London, SW19 4NP Type: Childcare on non-domestic premises Registered with Ofsted: 02/10/2024 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 a detailed understanding of children's individual needs and adapt support so that children can take part fully in camp life. A dedicated inclusion lead gathers information about children and ensures that managers and staff understand the support they may need. Staff use information about children's interests, sensory needs and emotional regulation to adapt activities and resources. This responsive approach enables children with special educational needs and/or disabilities to participate confidently alongside their peers.

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Inclusion Strong standard

Staff provide highly individualised support that helps children manage the busy camp environment and remain involved in activities. For example, inclusion bags contain fidget resources, teddy bears, activity sheets and items linked to children's interests. Children can access quieter spaces when they become overwhelmed. Staff use strategies, such as bubbles, to help children regulate their emotions and return to whole-group activities. This enables children to manage challenges successfully and engage fully in the camp experience.

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Inclusion Strong standard

Leaders use information about children to make thoughtful decisions about staffing and support. They identify adults who have developed particularly positive relationships with individual children and adjust staff deployment so that these relationships can be maintained. Leaders work closely with parents and gather children's views through end-of- day inclusion feedback, regulation tools and feeling stickers. Staff use this information to refine support and respond to children's changing needs. As a result, children are well understood, feel valued and are able to participate alongside their peers.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and respond positively to the expectations set by staff. Staff use clear reminders to help children understand what is expected when lining up, listening to stories and joining group activities. For example, staff use a song to organise children into a line and lead stretches while they wait. Leaders and staff provide a varied programme that keeps children interested and encourages them to try new experiences. Staff explain and demonstrate activities before children begin and reinforce agreed rules throughout. During parachute games, staff demonstrate what children need to do and remind them of the rules as they play. Staff also use movement, songs and practical activities to maintain children's engagement. As a result, children follow instructions, cooperate with others and develop positive attitudes towards activities.

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Behaviour, attitudes and establishing routines Expected standard

Staff use calm and consistent approaches to support children to manage their emotions and relationships. They use clear boundaries when disagreements arise and help children recognise and express their feelings. Staff also notice when children need support to remain engaged and adapt their approach to help them rejoin activities. Children move between activities calmly and remain engaged for most group experiences. As a result, children develop confidence in managing their behaviour and enjoy positive relationships with others. Leaders offer a range of session times to provide families with flexibility and support children's regular attendance.

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Children's welfare and wellbeing Expected standard

Leaders recognise the importance of supporting children's physical and emotional wellbeing. They rota in additional staff at arrival times to help children settle and support smooth transitions. Staff respond sensitively when children are nervous or upset and work with parents to understand how best to support them. Children can also access quieter spaces and individual strategies when they become overwhelmed. This helps children feel secure, supported and able to take part positively in the day.

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Children's welfare and wellbeing Expected standard

Leaders plan carefully for children's health and safety during hot weather. Staff provide sun cream, sun hats, shaded areas and regular access to drinking water. They adapt activities and use air-conditioned rooms when temperatures are high. This helps children remain comfortable, hydrated and protected while enjoying the activities available.

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Children's welfare and wellbeing Expected standard

Staff promote healthy choices and positive hygiene routines at mealtimes. Children wash their hands before eating. Staff talk with children about healthy foods, including the benefits of vitamins and milk for healthy teeth. Leaders share information with parents about the foods that are permitted at the setting. However, staff do not always apply these expectations consistently, with foods such as popcorn being brought into the setting, despite being discouraged. This means that agreed approaches to children's mealtimes are not always followed.

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Leadership and governance Expected standard

Leaders have clear arrangements to oversee the quality of provision at the camp. They make regular checks and gather feedback from staff, parents and other teams within the organisation. Leaders use this information to identify where further support or changes may be needed. Staff receive relevant training and ongoing support, including induction, safeguarding and inclusion training. Managers observe staff and check practice regularly, while staff report that they feel well supported and know how to raise concerns.

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Leadership and governance Expected standard

Leaders listen to the views of children, parents and staff and use these to make changes. For example, parents said they wanted more information about how much their children had eaten during the day, so leaders introduced daily feedback forms to share this information with families. Leaders also use feedback to inform inclusion information and activities. Parents can share their views with staff and receive information about arrangements at the camp. This helps leaders respond to families' views and make changes that support children's experiences.

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Leadership and governance Expected standard

Leaders have systems in place to oversee children's welfare and the day-to-day running of the camp. The manager contacts parents when children are absent and uses her professional judgement to follow up where appropriate. However, the setting does not have a clear attendance policy shared with parents that sets out how absences are monitored and managed. This means that appropriate follow-up relies on local arrangements rather than a consistent approach that is clearly understood by families.

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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 enjoy attending the camp and take part enthusiastically in a wide range of activities. They make teddy bears by carefully stuffing them, choosing a heart to put inside and selecting clothes for their bear before giving it a name. They make choices about how

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About this setting

their bears look and talk about their creations with others. Children join in with football, parachute games, dancing, hobby horse races and inflatables, while others enjoy making large bubbles. These activities help children develop their physical skills, such as balance and coordination, while group games encourage them to cooperate and work together.

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About this setting

Children enjoy opportunities to develop their interests and try new experiences. They take part in songs and movement activities, including 'Wake Up, Shake Up', and explore different ways to express themselves through dance and body percussion. Children listen to stories and make different facial expressions to show emotions, such as anger. They talk about how characters might be feeling and practise using their 'listening ears'. Children also begin to understand how everyday choices contribute to their health and wellbeing. These experiences support children's communication, confidence and understanding of themselves and others.

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About this setting

Children form positive relationships with staff and other children and enjoy being part of the camp community. They join activities with different groups of children and have opportunities to play with friends and siblings. Children generally respond well to expectations and show enthusiasm for the activities on offer. They develop confidence as they try unfamiliar experiences. Children enjoy attending and feel that they belong, while the setting provides a varied experience that supports their wellbeing and growing independence.

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Next steps

Leaders should ensure that arrangements for food brought into the setting are applied consistently so that children's health is promoted throughout the day. Leaders should ensure that clear arrangements for monitoring attendance are shared with families so that parents understand how attendance is managed at the setting.

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About this inspection

The inspector spoke with the leaders, 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): 2811353

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Address:

Donhead Preparatory School Donhead Lodge, 33 Edge Hill London SW19 4NP

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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 - 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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