SuperCamps at Abingdon School

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements The staff are welcoming and caring and this supports children to feel happy and settled in the camp. They are quick to enter and join their friends. Staff ask children about their morning and what they would like to do today as they lead them in.

Staff set clear expectations at the start of the session. For example, they engage children in discussion about how they can have a good day. Children quickly respond that they will look after each other and be kind.

Children show positive attitudes as they listen to and respond to instructions.Staff ensure children know what to expect and when during their time at the club. As a ...result, children know and understand the routines of the day.

They are familiar with fire evacuation procedures, as staff talk to them about these at the start of session. Children behave well and show enjoyment as they share and listen to stories. Young children enjoy craft activities, mixing colours to make potions to take home.

Children learn to take appropriate risks as they join in sports activities. They develop good spatial awareness as they play together and avoid any bumps as they run. Staff support children to be aware of their surroundings and how to engage in team games safely.

Children show confidence and enjoyment as they play with hoops, balls and cones.

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

Staff plan and prepare a range of exciting activities. These reflect the needs and interests of the children and particularly promote children's social skills and confidence.

Staff review what they offer, taking into consideration the views of the children. For example, children enjoy sports, imaginative play, swimming and team games.Staff promote positive behaviour well.

For example, they recognise when children are doing something well. They provide praise and use consistent strategies, such as awarding children colour points for their team. Staff talk with the children at the start of each day about what is on offer and the times of these activities.

This helps children to feel settled as they know what is going to happen next.Staff develop positive partnerships with parents. For instance, they greet children on arrival and give feedback when children go home.

Parents know what their children do each day and a timetable is available for their information. This helps parents prepare their children for each day they attend.The staff team work effectively with children and their parents.

They share and gather relevant information, so that they know key details that can support the needs and interests of the children while they are at camp. For example, they gather information about who is in the family, if the child has attended a camp before and medical information.Children learn about healthy lifestyles.

Staff teach the children about the importance of physical activity, rest and keeping hydrated. Children engage in team sports and staff ensure children drink their water at the end. Staff give children time to rest and offer activities that help children to relax.

Leaders provide a thorough induction and training for new staff before the start of camp. This helps staff to know and understand risk assessments, policies and procedures. This supports staff to ensure children are safe during their time at the camp.

Leaders support the staff team in continuous improvement and development within the camp. For example, they support and guide new staff on how to engage children in their play. Staff are receptive to this support and, as a result, children enjoy spending time with staff.

They share their play and participate in the activities provided.The staff team ensure that all children, particularly those with special educational needs and/or disabilities, have full access to the activities on offer. They know the children well and their interests.

They support and encourage children into play at a pace that is appropriate for the individual needs of the child. This helps children's sense of belonging and to feel included.

Safeguarding

The arrangements for safeguarding are effective.

Staff have a secure knowledge of child protection and the procedures to follow if they have any concerns about children in their care. They complete safeguarding training and leaders review their knowledge to ensure they know and understand their role and responsibilities to protect children. Staff recognise the signs and symptoms that a child might be at risk of harm.

Leaders follow robust procedures in making referrals in a timely manner to relevant agencies. This ensures children receive the help they need at the earliest opportunity. Risk assessments are completed each day and this ensures that the premises and resources are safe and fit for purpose.

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