Camp Beaumont - Watford Grammar School for Boys

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children excitedly arrive at the holiday camp, where staff warmly greet them. Younger children settle well as staff are attentive to their individual needs. They offer support and encouragement to help children join in activities.

Staff hold children's hands when they are hesitant during dancing games, giving them the confidence to participate. Older children giggle together as they form new friendships. They develop their social skills by sharing ideas and discussing their interests.

Children learn from each other as they discuss other languages they speak. They make posters of how to say hello, helping children learn abo...ut their differences and similarities.Children enjoy a variety of activities.

Planned programmes ensure children develop a wide range of skills. For example, children build new physical skills by playing tennis or football. Team games help children learn to negotiate and listen to others as they work together.

Craft and drama activities promote creativity and allow children to express themselves. Themed days create new experiences for children. Children excitedly recall a 'Harry Potter' day where they learned to play 'Quidditch' and made magic wands.

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

Staff support young children's communication and language development. They give children plenty of time to respond to questions, allowing them time to think and answer. During story time, staff use animated voices to bring stories to life.

Children remain engaged as staff create anticipation and excitement. Staff are playful and make children laugh. Small-group activities support children's listening and attention skills while building positive relationships.

Staff talk passionately about creating a camp that children enjoy. They explain they want children to try new things, make memories and form new friendships. Staff put children at the centre of the decisions they make.

For example, they listen to children's views about activities and make changes. Staff support children's well-being through the relationships they build. They show genuine interest in each child as they listen and ask questions.

Staff encourage children to have a go and praise them for their efforts. The positive attitudes of staff contribute to the wonderful experiences children have.Staff support children with special educational needs and/or disabilities.

They gain an understanding of children's needs by talking to parents and teachers. Staff use this knowledge to make adjustments, so all children can fully benefit from the camp. For example, staff make changes to the timetable and use extra staff when needed.

Staff have high expectations for children's behaviour. Children understand the rules of the camp as staff give gentle reminders. Children learn to keep themselves safe as staff provide clear explanations.

They explain 'If you lean back on the chair, you may fall and hurt yourself.' Staff help younger children to follow instructions by making the rules fun. For example, they use a traffic light system to move around the building with staff.

When staff say 'Red light' children know to stop and wait. When staff say 'Green light' children start moving. As a result, children behave well.

The management team are reflective and evaluative. They support the professional development of staff. Managers give regular feedback and set targets for areas of improvement.

Staff feel they are progressing as they know what they are doing well. They praise the managers for the 'wonderful help and encouragement' they receive.Parents speak highly of the staff.

They describe them as 'helpful' and 'friendly'. Parents feel their children enjoy attending because of the variety of activities. They talk positively about the safety of the camp, which provides comfort and builds trust.

They appreciate how staff make children feel valued and welcome.

Safeguarding

The arrangements for safeguarding are effective.Staff keep their safeguarding knowledge up to date with regular training and meetings.

They know the referral process to follow if they have concerns about a child's welfare. Staff can explain what to do if a child discloses possible abuse to them. They understand the whistle-blowing policy.

Providers have created a 'speak up' process to ensure staff have a quick and easy way to report concerns about other staff. Staff carry first-aid bags with them at all times to treat injuries promptly. Parents are informed immediately or at collection, depending on the severity of the injury.

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