Super Camps- North London Collegiate School

Inclusion: Expected standard

Leaders and staff gather information from parents and carers and other professionals so that they have a secure understanding of the varying needs of children. This ensures that they understand and meet children's individual care needs appropriately. Leaders and staff make considerations and adaptations to practice such that all children can participate safely and fully with their peers. For instance, leaders work with parents to understand what specific actions are needed to keep children safe, and children have suitable individual support when they need one-to-one supervision.

Leaders recognise how to make activities flexible for children's needs so that staff support children with special educational needs and/or disabilities well. For example, they adapt activities, resources, environments and expectations so that all children can take part successfully. Children generally keep on trying when they find activities more difficult. Staff assess risks and ensure that they step in, when needed, to support children's health and physical needs to keep them safe. Staff offer children plenty of warm praise. As a result, children feel included, valued and able to access all aspects of the provision successfully and further develop their independence.

Behaviour, attitudes and establishing routines: Expected standard

Children demonstrate high levels of engagement and show a clear understanding of routines and expectations. They treat staff with respect and respond positively to guidance. For example, during cooking activities, children follow instructions carefully and learn about safety in a kitchen.

Behaviour at the setting is consistently positive. Children cooperate well and support their peers. Older children help others during activities, such as by calling staff when their peers need support. This typically fosters a sense of community and belonging in the setting. Occasionally, staff remind younger children about safe running and to wait patiently for their turn. This reinforces clear expectations of fairness and maintains a respectful environment. It also supports children to regulate their emotions and actions. Children demonstrate positive attitudes to learning in activities, particularly in creative experiences, and show curiosity and enthusiasm.

Staff manage transitions calmly and effectively, and children behave sensibly. Children move between activities with minimal disruption. For example, children of different ages collect their belongings and line up to go to the hall in an orderly manner after outdoor sports and games. Leaders maintain oversight of children's attendance and follow up promptly when children who are expected do not attend.

Children's welfare and wellbeing: Expected standard

Staff support children's welfare and wellbeing well through attentive supervision and secure care routines. Leaders are mindful of children's safety and welfare in the setting. They ensure productive communication and organisation as a team so that children are cared for appropriately in all areas. Staff position themselves effectively across the main hall and playground. They offer guidance on playground structures and ensure that children move safely between areas.

Staff care for children with additional medical needs effectively. Children receive support to understand healthy eating choices through conversations during mealtimes and cookery activities. This helps them to develop an awareness of healthy lifestyles.

Staff demonstrate warm and responsive relationships with children. They sit with children at snack time, engaging in meaningful conversation. Staff support younger children to develop independence, such as by peeling their own fruit and managing their belongings. Children approach staff confidently for reassurance and assistance, reflecting secure attachments. In the main, staff support children to recognise and express their choices during play and transitions. They offer calm guidance when children become excited or need reassurance.

There are strategies for supporting children with special educational needs and/or disabilities that are agreed upon by all staff. Staff adapt activities to consider the individual needs of all children and help them comfortably participate as much as possible. For example, they provide step-by-step instructions and demonstrate how to do something. Quiet areas for younger children, such as with sensory toys and drawing activities, are available so that children have space to manage their emotions and re-engage positively when they are ready.

Leadership and governance: Expected standard

Leaders organise the setting well. They demonstrate a reflective approach to their practice and a vision for this holiday provision. Leaders know what works well and what needs to develop further. They meet with staff regularly, listen to their views and help them manage their workloads. Leaders make sure that staff access the training they need to be confident in their role. This includes safeguarding training so that their knowledge and understanding are always up to date. They encourage staff to take part in extra professional learning. This helps to improve activities for children in the different groups. However, all children are not often engaged together in shared activities so that younger and older children can learn from each other.

Leaders describe how they follow robust procedures and regularly monitor the environment to ensure children's safety and their security. They make sure that staff are equipped with current risk assessments and comprehensive knowledge to help them support children's specific needs, for example regarding allergy care and appropriate health support.

Leaders recognise the importance of partnerships to support the needs of all children, including those with special educational needs and/or disabilities, those who are disadvantaged or those who face barriers to wellbeing. They outline how they gather information from parents and carers to enable them to support children's safety, welfare and wellbeing. Leaders describe a flexible approach to supporting families. For example, parents can book the holiday club easily on a daily basis.