Camp 4 Champs

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children make good use of the indoor and outdoor space. They take part in a varied, stimulating and exciting range of activities indoors and outdoors. Activities are well planned.

The activities entice children's interest and encourage social skills and conversation with others. Children are challenged and encouraged to try new skills. For example, they complete the obstacle course by climbing, jumping, balancing and managing equipment that they may never have experienced before.

Children are encouraged to support their own needs. For example, when asked, staff help children to open their own lunch boxes and packaging them...selves. Children get changed themselves before and after swimming.

Older children support other children's confidence and reassure their younger friends by helping them to put their shoes on the right feet.Children show pride in their achievements and share these with others. Staff have a very positive attitude towards helping children to grow in their confidence and share their thrill and wonder with others.

For example, young children slowly build up the courage to explore the bottom steps of the pool, gradually immersing themselves in the pool water. Staff acknowledge this well by celebrating their achievement with other children.

What does the early years setting do well and what does it need to do better?

Staff act as positive role models for all children.

They work well as a team and support each other in their responsibilities. Children behave well. They react positively to staff's instructions and questions.

They are polite and display good manners. Staff encourage children to develop friendships with others, and continuously encourage sharing and taking turns. Children show enthusiasm to join in with their peers and staff with new and exciting games.

For example, young children become excited to learn new parachute games, resulting in laughter, squeals of delight and new friendships.Staff are quick to intervene when children require reassurance and comfort, with cuddles, one-to-one time and additional quieter activities. For example, when children become unsure about physical parachute activities, staff take time out to reassure them.

They build on children's confidence and introduce roles and responsibilities to encourage their participation in other ways.Managers use appropriate safe recruitment processes to recruit staff who have the appropriate skills, experience, attitudes and professionalism. Staff access ongoing training to provide them with the knowledge and understanding of their roles and responsibilities.

For example, all staff complete a thorough induction to provide them with the relevant information to promote children's welfare.Staff develop close bonds with children and use initial information to build a picture of each child's needs and interests. Children make friends with their peers and develop close attachments with familiar staff, especially when returning to the camp.

They happily chat about their experiences that day and share their experiences from home. Staff absorb information from children and make observations to provide further activities linked to children's interests and experiences.Children take part in numerous physical activities, such as parachute games, swimming, group tasks and obstacle courses.

They also have time to reflect, be creative and use their imagination with dressing up, quieter craft activities and story times. Children are busy and occupied most of the time, with dedicated staff who engage and interact with them well during planned activities.Staff develop positive partnerships with parents and/or carers.

Parents make positive comments about children's care in the setting. They comment that their children enjoy the physical activities and appreciate the support that management give their children and their family during school holidays. Parents have access to a wealth of information on the website and displayed in the setting.

This helps to inform them of the policies and procedures of the setting and how their children's welfare is promoted.Children's activities and the routine of their day is carefully organised. However, children have a long period of time waiting, with little purpose, at the beginning of the session.

Staff do not consistently engage and interact with children at this time to help support them in settling into the camp.

Safeguarding

The arrangements for safeguarding are effective.Staff and management have a robust knowledge of the procedures to follow to protect children at all times.

They attend up-to-date training and have access to relevant information. Staff have a clear knowledge of the signs and symptoms of child abuse. Children play in a safe and secure environment.

They are effectively supervised by knowledgeable and experienced staff. Children learn to test their physical capabilities through safe and effective risk assessments, especially for activities such as swimming. Children are effectively supervised around the setting, especially when other people are working on site.

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