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Draycott Sports Camp

Draycott Sports Camp is a pre-school in Swindon for children aged 3 to 11, with 100 registered places. Ofsted report card, 29 July 2026: Expected standard in 4 areas; safeguarding standards met.

Ridgeway Farm C E Academy, The Buffer, Purton, Swindon, SN5 4GT

Key facts

Type
Pre-school (Sessional day care) (Ofsted childcare register, as at 30 June 2026)
Ages
3 to 11 (Ofsted childcare register, as at 30 June 2026)
Registered places
100 (Ofsted childcare register, as at 30 June 2026)
Registered
9 May 2024 (Ofsted childcare register, as at 30 June 2026)

Opening hours

Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:30

Source: Ofsted report, inspection on 29 July 2026

Who runs it

Draycott Sports Camp is run by Draycott Sports Camp Ltd (Ofsted register).

Latest inspection

  • Inclusion: Expected standard
  • Behaviour, attitudes and establishing routines: Expected standard
  • Children's welfare and wellbeing: Expected standard
  • Leadership and governance: Expected standard
  • Safeguarding standards met

Source: Ofsted, inspection on 29 July 2026. Contains public sector information licensed under the Open Government Licence v3.0.

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

Children and their families receive a warm welcome on arrival at the holiday club. Children separate confidently from their parents and quickly become absorbed in their chosen play. They independently choose from a broad range of indoor and outdoor activities that encourage creativity, physical play, imagination and exploration. For example, children spend sustained periods working together to construct a marble run. They test different designs, adapt their ideas and celebrate ,when the marbles successfully travel through the completed structure. Through these experiences, children develop their problem-solving skills, persevere with challenges and adapt their ideas to overcome difficulties.

Children quickly develop positive relationships with staff and one another. Younger children confidently join in alongside their peers and are fully included in the experiences on offer. Staff recognise when children need reassurance and provide sensitive encouragement that helps them participate successfully. During a pirate game, children enthusiastically negotiate physical challenges, collect treasure, count the beanbags they have gathered and proudly celebrate each other's achievements. They enjoy spending time together, develop confidence and build a sense of belonging within the group.

Children benefit from well-established routines that help them feel safe, secure and confident throughout the day. They move independently between activities, confidently approach familiar adults when they need reassurance and enjoy calm, sociable snack times, where they talk with friends and staff. Staff encourage children to wash their hands before eating and to stay hydrated during warm weather, supporting their wellbeing throughout the session. Children typically leave the holiday club having enjoyed a wide range of experiences that promote their confidence, wellbeing and enjoyment.

What Ofsted found in each area

Inclusion: Expected standard

Leaders promote an inclusive environment, where children are encouraged to take part fully in the holiday club. They work with the Holiday Activities and Food programme to support disadvantaged children to access the provision and gather relevant information before children attend. This helps staff identify children's individual needs, enabling children to participate confidently in the experiences on offer.

Staff recognise when children require additional reassurance or support and adapt their practice to reduce barriers to participation. For example, when children are initially hesitant to negotiate physical obstacles, staff provide sensitive encouragement that enables them to join in successfully alongside their peers. As a result, children join in, develop confidence in their own abilities and enjoy the same experiences as their friends.

However, leaders do not consistently establish effective partnerships with the settings children attend, including schools and nurseries, to gather wider information to help identify and understand children's individual needs before they attend the holiday club. Consequently, staff begin sessions with different levels of understanding about some children's individual needs and continue to build this knowledge during the session. As a result, children do not consistently benefit from support that is tailored to their individual needs from the outset.

Behaviour, attitudes and establishing routines: Expected standard

Leaders establish clear routines that help children understand what is expected of them from the beginning of each session. Well-established arrival procedures support children's attendance and help them settle quickly into the holiday club. Staff introduce children to the day's routines, including expectations for keeping themselves and others safe, and encourage them to contribute ideas that help shape the activities on offer. This helps children feel involved and engage confidently from the outset.

Children generally demonstrate positive attitudes throughout the day. They listen carefully to instructions, move purposefully between activities and cooperate well with their peers. For example, during a pirate game, children respond positively when new challenges are introduced, encourage one another and proudly celebrate each other's achievements as they collect and count their team's treasure. They typically remain engaged throughout activities and require very few reminders about how to behave.

Leaders establish clear expectations that help all children understand routines and join in confidently throughout the session. Calm transitions between free play, snack and organised activities help children know what is happening next and move confidently between different parts of the day. Consequently, children behave responsibly, show consideration for others and enjoy spending time together in a relaxed and welcoming environment.

Children's welfare and wellbeing: Expected standard

Leaders establish well-organised routines that promote children's welfare and wellbeing throughout the holiday club. Staff implement these through close supervision and well-established snack routines, including checking lunch boxes for allergens before children eat. They encourage children to wash their hands before snack, offer nutritious fruit and remind them to drink water regularly during periods of hot weather. Staff sit alongside children during snack, encouraging conversation and ensuring children feel well supported. As a result, children feel safe, are well cared for and their physical wellbeing is promoted effectively.

Staff provide warm, responsive care that supports children's emotional wellbeing. They recognise when children need reassurance or encouragement and respond sensitively to help them participate confidently in activities. For example, staff remain close by as children negotiate climbing equipment, offering reassurance, when needed, while encouraging them to challenge themselves safely and independently. Consequently, children typically build trusting relationships with staff, feel emotionally secure and approach new experiences with confidence and resilience.

Children confidently make choices about their play and continue to develop their independence through everyday routines. They benefit from an environment, where they feel valued, supported and included. As a result, children develop a positive sense of wellbeing, enjoy their time at the holiday club and approach new experiences with confidence.

Leadership and governance: Expected standard

Leaders provide clear strategic direction and effective oversight, creating a welcoming and well-organised environment, where children are well supported. Robust governance arrangements, including safer recruitment and regular supervision, help ensure staff understand their roles and work together effectively to meet children's needs.

Leaders value their staff and support their professional expertise through induction, supervision and ongoing guidance. Clear leadership and regular communication help staff work confidently together and maintain safe, consistent practice. Leaders take a reflective approach to developing the provision, considering feedback from staff and parents to enhance children's experiences. Consequently, children benefit from positive experiences delivered by staff, who work effectively together.

Leaders engage positively with parents and the wider community. They regularly seek parents' views through established communication systems and work in partnership with organisations, including the Holiday Activities and Food programme and the National Literacy Trust, broadening children's experiences beyond the holiday club. However, leaders have not fully established effective partnerships with the settings children attend to consistently gather wider information about children's individual needs before they attend. Leaders do not always ensure that all staff receive this information before children arrive. Consequently, staff do not always begin sessions with a shared understanding of some children's individual needs, limiting their ability to provide personalised support from the outset.

What the setting must and should do next

The provider should:

  • Leaders should strengthen partnerships with the settings children attend to consistently gather information about children's wider experiences, strengths and individual needs before they attend the holiday club.
  • Leaders should ensure information gathered about children is shared effectively and used consistently by all staff to provide personalised support from the outset.

Ofsted's words, from the report on the inspection on 29 July 2026. Read the full report on the Ofsted website. Contains public sector information licensed under the Open Government Licence v3.0.

Ofsted report cards (England, from November 2025)

Since 10 November 2025 Ofsted has graded nurseries and pre-schools on a report card. There is no single overall grade. Instead, each of six areas gets one of five grades: Exceptional, Strong standard, Expected standard, Needs attention, Urgent improvement.

The six areas are inclusion; curriculum and teaching; achievement; behaviour, attitudes and establishing routines; children's welfare and wellbeing; leadership and governance. Safeguarding is judged on its own, as met or not met.

Expected standard means the setting does what Ofsted expects of every setting. Strong standard and Exceptional are above that; Needs attention and Urgent improvement mean Ofsted found things the setting has to put right.

Source: Ofsted reports

Funded childcare hours in England

All 3 and 4 year olds in England can get 15 hours of free childcare a week, for 38 weeks of the year.

Working parents of children aged 9 months to 4 years old can get 30 hours of free childcare a week for 38 weeks of the year (Free Childcare for Working Parents), if they meet the earnings rules. You confirm your details every 3 months.

Some 2 year olds can get 15 hours a week when the family gets certain kinds of extra support.

The hours are used at a registered provider that offers them, so ask each nursery how it offers the funded hours.

Source: GOV.UK: Free Childcare for Working Parents, check if you're eligible · GOV.UK: Free childcare and education for 2 to 4 year olds (checked 31 October 2026)

Other nurseries nearby

  • Busy Bees Day Nursery at Swindon Peatmoor - Day nursery, Swindon SN5 5DJ, ages 0 to 4, 100 places, 0.3 miles
    Ofsted, 3 November 2022: Good overall; safeguarding is effective
  • Little Herons Pre-School - Pre-school, Swindon SN5 5DP, 24 places, 0.3 miles
  • Jellytots Pre-School - Pre-school, Swindon SN5 5SB, ages 3 to 4, 16 places, 0.7 miles
    Ofsted, 23 March 2023: Good overall; safeguarding is effective
  • Swindon Early Years Centre - Pre-school, Swindon SN5 5TD, ages 0 to 4, 8 places, 1.0 miles
    Ofsted, 10 October 2023: Good overall; safeguarding is effective
  • The Nursery of Narnia and out of school club (Moredon) - Day nursery, Swindon SN25 3ER, ages 1 to 4, 81 places, 1.2 miles
    Ofsted, 27 August 2024: Good overall; safeguarding is effective

Schools nearby

Draycott Sports Camp on the Ofsted website