Super Camps at Northwood College

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children are safe and happy at this well-run club. Staff are warm and caring.

Children describe them as 'very kind'. They form good relationships with staff and confidently turn to them for help, if needed. Staff work hard to provide a range of activities, which interest and challenge children.

For instance, younger children work together to build a playhouse from large construction resources. They develop their teamworking skills and build friendships. Older children build boats out of small construction bricks.

They explore and experiment as they find out if they will float in water. Children gain satisfaction a...nd take pride in their achievements. Their emotional well-being is at the heart of the club.

Children understand the high expectations that staff have for their behaviour. They are polite to each other and behave well. Staff supervise children carefully as they move around the premises.

They are skilled at helping children to understand how to keep themselves, and others, safe. Children talk about how they do not share food while at the club as other children may have allergies. They listen carefully when staff provide instructions.

Children benefit from a range of physical activities. For example, they enjoy taking part in running games outside.

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

Parents praise the club.

They say it is inclusive and that they feel their children are safe and well cared for. Parents particularly appreciate how staff create a board showing the different activities offered to children each day. They talk about how this helps them to understand what their children will be doing.

Parents say this supports them in talking to their children about what they have achieved at the club when they get home.Leaders understand that not all children have the same advantages. They work closely with staff to provide activities which children may not have access to outside of the club.

For instance, children benefit from swimming activities, archery and drama classes.Staff highlight the focus leaders place on them developing their skills and knowledge. They benefit from regular observations and supervisions.

Leaders reflect on the training they offer and how this can support children and staff. For example, they introduce training about how to plan spontaneously for children during the course of the day. Staff say that this helps them follow children's interests.

Children enjoy a range of creative activities. They excitedly make bracelets, necklaces and hats out of straws and paper. Children plan how to share what they have made with other children by staging a fashion show.

Children's work is kept on display at the club. For example, models that younger children have made are kept, so children can add to them on another day if they wish to.Staff encourage all children to take part in activities.

For example, girls pretend to be 'pilots', fly an aeroplane and build cars from construction resources. However, staff recognise that the resources provided for imaginative play could be enhanced even further. In particular, to support children in representing their own families, lives and experiences in more depth.

Staff are skilled in supporting children with special educational needs and/or disabilities. They use their careful observations to identify children who may need additional support. They work in partnership with parents to provide that support, when needed.

Children happily interact with staff. Younger children invite staff to join in their games, laughing with delight as they play 'shopkeepers' together. Children build on their learning.

They use their mathematical skills to count coins and share books and stories with staff. Children benefit from the warm and supportive atmosphere staff create within the club.Children understand how to keep themselves well.

They carefully follow routines for instance washing their hands before they eat. Children chat about their favourite fruit at snack time and the healthy choices they make. They say that they like 'strawberries' and 'bananas'.

Children are delighted when staff praise the healthy foods they are eating.

Safeguarding

The arrangements for safeguarding are effective.Staff understand their duty to keep children safe.

They talk confidently about how they monitor children and use this information to keep them safe. Staff describe the signs and symptoms which may cause them concern about the welfare of a child. They know the policies and procedures to follow.

Staff understand how to report any concerns they may have about the conduct of other professionals. They carry out regular risk assessments and quickly remove any hazards they identify. Leaders make sure that there are robust systems in place to ensure that staff are suitable to work with children.

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