4-2-11 Activity Camp

4-2-11 Activity Camp

Unique reference number (URN): 2784419 Address: Prestbury St Mary's Infant School, Bouncers Lane, Cheltenham, GL52 5JB Type: Childcare on non-domestic premises Registered with Ofsted: 18/03/2024 Registers: EYR, CCR, VCR Registered person: Hall, Kate Elizabeth

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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 establish clear routines and expectations that help children understand what is expected of them throughout the holiday club. Before each session, they brief staff using the information available about children's individual needs, any behavioural considerations and new starters, so staff are prepared to support children. Leaders explain the holiday club's expectations to children at the start of each session and promote the importance of attendance by following up unexpected absences with families. As a result, children settle quickly into the familiar routines of the holiday club, understand what is expected of them and respond positively to staff's guidance.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well and demonstrate positive attitudes throughout the day. They remain engaged in activities that interest them, cooperate with one another and play imaginatively together. They confidently make choices about how they spend their time, moving between creative, physical and quieter experiences according to their interests. Staff provide clear reminders about the holiday club's expectations, such as asking children to put resources away when they have finished with them and not to run or swing sticks. Children respond positively to these reminders, helping to maintain the calm and welcoming atmosphere of the holiday club.

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Children's welfare and wellbeing Expected standard

Leaders establish effective systems to support children's welfare and wellbeing throughout the holiday club. Before each session, they ensure staff receive information about children's medical needs, allergies, medication and daily care requirements through staff briefings and the information recorded on the daily clipboard. This helps staff understand children's individual care needs and provide appropriate care throughout the day. Leaders monitor these arrangements to help ensure children receive the care and support they require while participating in the holiday club.

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Children's welfare and wellbeing Expected standard

Children benefit from warm, attentive care that supports their welfare and wellbeing throughout the day. Staff remain available to provide reassurance and support when needed. They encourage children's growing independence during everyday routines, and help children participate confidently in the wide range of experiences on offer. Positive relationships with staff help children feel secure and well cared for throughout the session.

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Children's welfare and wellbeing Expected standard

Staff adapt their care to meet children's individual welfare needs. For example, they make thoughtful arrangements for children with severe allergies so they continue to participate safely alongside their friends while receiving the individual care they require. As a result, children receive the support they need without being excluded from everyday routines.

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Inclusion Expected standard

Leaders have established systems to help identify children's individual needs before they attend the holiday club. These include 'All About Me' forms for three-year-old children, discussions with parents and individual support plans where appropriate. Where sufficient information is available, leaders ensure staff make suitable adaptations for children with special educational needs and/or disabilities, medical needs and those facing other barriers to participation. Parents and carers speak positively about the communication and support they receive. They describe how this helps their children feel welcome, included and able to participate confidently alongside their peers.

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Inclusion Expected standard

Children benefit from the positive relationships staff establish with families. Once children's individual needs are understood, staff adapt activities and routines appropriately, so children participate confidently in the experiences on offer and enjoy the holiday club alongside their friends. However, information about any additional needs children might have is not always gathered consistently. As a result, staff do not always have enough detail to understand and support some children's individual needs.

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Leadership and governance Expected standard

Leaders provide clear direction that supports the smooth running of the holiday club. They brief staff before each session, sharing key information about children's individual needs, medical information and new starters so staff are prepared for the day ahead. Leaders support staff throughout sessions and review each holiday club with staff to reflect on practice and consider future improvements. These opportunities encourage staff to reflect on practice and support ongoing improvement. Parents and carers speak positively about the communication they receive and the support provided for their children.

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Leadership and governance Expected standard

Leaders support staff through induction, daily guidance and regular opportunities to reflect on their practice. Staff regularly return to work during holiday periods, helping to provide continuity for children and maintain established ways of working across the team. Leaders provide advice and support throughout the day, helping staff carry out their roles confidently while supporting their wellbeing. However, training to strengthen staff practice is not always carefully targeted to close gaps in their professional knowledge. Systems for gathering information about each child's individual needs are not always robust enough to ensure staff have the information they need to understand all aspects of some children's care.

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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 happily and settle quickly into the welcoming holiday club, where they develop warm relationships with staff and one another. They confidently approach adults to share their ideas and experiences, and quickly make friendships, including with children attending from different schools. Children enjoy playing cooperatively, supporting one another during games and feeling part of the holiday club community. As a result, they develop a sense of belonging, feel safe and look forward to taking part in the experiences available each day.

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

Children enjoy a varied programme of sports, creative and imaginative experiences that reflect their interests and encourage them to make independent choices about their play. They confidently move between child-led and adult-supported activities, organising their own games after staff model activities such as 'Grandma's Footsteps'. Children revisit their morning forest school experiences during the afternoon's 'Fantasy and Fairytales' theme as they create wands and castles. They draw on earlier experiences to inspire imaginative play and creative expression. They confidently choose how they use the resources available and remain engaged in activities that capture their interests. Staff join naturally in children's play, encouraging children to have a go for themselves, share their ideas and develop confidence in their own abilities.

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

Children generally behave well and respond positively to the familiar routines established by staff. They cooperate during games, show consideration for one another and confidently explore the wide range of activities available. Children independently choose whether to dance on the outdoor stage, take part in creative activities or enjoy quieter experiences,

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Address:

Prestbury St Mary's Infant School Bouncers Lane Cheltenham GL52 5JB

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Address:

Type: Childcare on non-domestic premises

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Address:

Register(s): EYR, CCR, VCR such as sharing books and building with construction resources. On the whole, children enjoy attending the holiday club. They develop the confidence, independence and social skills that support them in future experiences.

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Next steps

Leaders should ensure their established processes for understanding and supporting children's individual needs are implemented consistently. Leaders should strengthen their oversight of professional development so they consistently identify and address gaps in staff's professional knowledge.

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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 : 08:30 - 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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