Oak Activities WytonOfsted report card, 27 Jul 2026

Oak Activities Wyton

Unique reference number (URN): 2841230 Address: Wyton On The Hill Primary School, Cambridge Square, Wyton, Huntingdon, PE28 2JB Type: Childcare on non-domestic premises Registered with Ofsted: 19/05/2025 Registers: EYR, CCR, VCR Registered person: Oak Activities 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 Expected standard

Children are happy, settled and demonstrate a strong sense of belonging. They run into the camp, greeting adults and children, and quickly settle at an activity. New children are warmly welcomed and are soon happily playing alongside adults and their peers.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have high expectations for children's behaviour and use effective strategies, such as using a clapping pattern to gain the group's attention. As a result, the camp feels calm and children's behaviour is typically good. Children are aware of the camp's rules. For example, they know which parts of the playground they can use, and younger children remind the whole group to have 'kind hands and feet'. However, at transitional times, such as before meals, some children can become over excited and do not follow behaviour expectations. This can impact on the emotions of other children and the normally calm environment.

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Behaviour, attitudes and establishing routines Expected standard

Children concentrate on activities well, working hard to finish their life cycle mobiles. Children confidently show visitors and staff their finished work. They recall the processes involved and are proud to show off their achievements.

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Behaviour, attitudes and establishing routines Expected standard

Leaders recognise the importance of regular attendance and follow up any absences on the day. This helps to ensure all children, including those who face barriers to learning, can access the many activities on offer.

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Children's welfare and wellbeing Expected standard

Leaders and staff typically create a warm, caring environment where children feel safe, settled and emotionally secure. There is a calm space with sensory toys and a dark den where children can go if they need a few quiet moments. Younger children ask staff and older children for help, for instance, asking where a toy goes at tidy-up time. Routines are adapted to meet the needs of all children, including those with special educational needs and/or disabilities and those who face barriers to learning.

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Children's welfare and wellbeing Expected standard

Children know how to keep themselves safe and healthy. They are encouraged to bring in healthy snacks and lunches, and food times are generally a calm and sociable experience. Older and younger children sit together with staff, talking about their food, their day and their home lives. Children develop increasing independence as they wash their hands, get their lunchboxes and manage their packed lunches. Children learn about safety as they discuss the rules of the setting each day when they gather as a group in the morning. They know that rules are in place to keep them safe. Parents report that their children are happy in the camp, and they feel confident that they are safe.

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Inclusion Expected standard

This is a highly inclusive camp. Leaders and staff place inclusion firmly at the heart of their work. Leaders and staff are typically equipped with appropriate knowledge on how to support children with special educational needs and/or disabilities (SEND) and those who may face other barriers to their learning. This means that all children can participate in the wealth of activities on offer. All staff receive specialist training that helps to support children's behaviour and emotional literacy. As a result, children who are known to need additional support are developing strategies to help them manage their own emotions.

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Inclusion Expected standard

Leaders create detailed support plans for children with SEND. These enable staff to implement strategies to help each child, including through one-to-one support as needed. In addition, these plans allow staff to provide the specialised resources children may need. Leaders write individual profiles for children who need them, explaining the child's likes and dislikes, and how best to support them. This means all staff know the needs of the children well. Leaders work closely with parents, carers and other professionals to ensure the support they give children is effective.

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Inclusion Expected standard

Leaders carefully consider the needs of children who are disadvantaged or known to social care. Funding is used particularly well to support these children to access the camp and the many experiences it provides for them.

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Leadership and governance Expected standard

Leaders effectively reflect on the setting's strengths and areas of development. For example, staff members attend a camp debrief at the end of the holiday and reflect together on the camp's effectiveness. Leaders and staff are determined to ensure that every child in the camp is happy, safe and has fun. Leaders use funding effectively to enhance provision for children with special educational needs and/or disabilities. For instance, they provide additional resources, such as sensory toys and extra staffing, to meet the needs of these children.

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Leadership and governance Expected standard

Leaders ensure all staff are well equipped for their roles. Professional development is of a high standard. Leaders reflect carefully on any additional training needed based on their observations of practice or the changing needs of children attending the camp. Staff comment that they feel very well supported and valued by leaders.

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Leadership and governance Expected standard

Leaders and staff establish effective partnerships with parents. Leaders implement a robust registration process for parents. Following registration, they provide parents with detailed information about the camp to keep them well informed. Parents report that they feel very well-informed about what their child does at camp.

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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 this welcoming, happy club. Leaders and staff know the children well and build strong and trusting relationships. New children are quickly made to feel welcome. Many children return to the club every holiday, with parents reporting that children complain if they are unable to attend. Parents are very positive about the activities on offer and the care their children get at the camp.

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

Children benefit from a wide range of experiences which include daily physical activities, craft sessions as well as time for free play. This is enriched by workshop sessions, such as a

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About this setting

Unique reference number (URN): 2841230 'Spy day'. Leaders want children to have new experiences and to be willing to have a go at everything. Older and younger children happily play a ball game together, which staff skilfully adapt to meet all children's needs. Children are confident in the camp and ask adults for resources that they want to take outside during free play. Children play in the den area, creating pretend houses, and work together to move larger branches. Children are kind to each other, and the camp feels happy and calm.

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About this setting

Leaders support all children, including those with special educational needs and/or disabilities, to access the club. Staff are well trained and give careful thought to the environment and the activities provided. For example, there is a quiet space available if children need time to calm down or just have a few minutes on their own. Leaders and staff adapt activities well to support the needs of all children. For example, they help younger children to cut out complex shapes during a craft activity. Children concentrate well as they make hanging mobiles showing the life cycle of a butterfly. Children demonstrate pride in their finished pieces, supported by the praise they receive from staff.

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About this setting

Leaders recognise the importance of regular attendance and monitor attendance patterns closely. They work with families to identify and address barriers to attendance where these arise.

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Next steps

Leaders should consider ways to support children to adhere to the setting's high behaviour expectations throughout the day.

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About this inspection

The inspector spoke with leaders, staff, 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.

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Address:

Wyton On The Hill Primary School Cambridge Square, Wyton Huntingdon PE28 2JB

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 16:00

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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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