Funda Sports, Physical Activity Holiday Camps & Childcare

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children arrive excited and eager to start their day at the holiday camp.

When they first arrive, children meet their friends and choose what they would like to do. Some children choose to do a penalty shoot-out while others enjoy practising their basketball skills, seeing how many points they can score. Children also enjoy using the large inflatables.

Once morning registration is completed, children split into age groups and they have the opportunity to choose which games and activities they do.Children are encouraged to take part in activities by enthusiastic staff. Younger children enjoy parachute games.

They f...ollow instructions and laugh excitedly as they play. The staff add balls to the parachute and children are supported to use their skills to keep the ball balancing on the parachute. Older children enjoy playing dodge ball and there is a real sense of team spirit encouraged by the skilled staff.

Therefore, children have positive attitudes towards each other and are developing their social skills.Throughout each day, children's efforts are recognised. Children are given stickers for their achievements.

At the end of each week, staff hold an award ceremony. A child from each age group is awarded a medal and certificate to celebrate their achievements throughout the week. As a result, children's self-esteem is promoted.

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

Parents state they are extremely satisfied with the care their children receive at the holiday camp. They state that their children make friends and socialise. Parents also like the active element of the holiday camp, encouraging children to develop their physical skills.

Parents have access to an app. Staff use the app to communicate with them. For example, staff alert parents of any accidents their child has had.

This allows parents to make informed decisions about their child in a timely manner.Children are familiar with the routine of the day. For example, at snack time they sit in their age groups and wait to be taken to the snack area.

Children behave very well and are kind to each other. Leaders have introduced a behaviour system that children understand. Older children are exceptional role models to younger children.

Older children who attend have the responsibility of being 'young leaders'. Children approach young leaders to help with their shoe laces and to fill their water bottle up when they are thirsty. Young leaders take their responsibilities seriously and are an asset to the holiday camp.

As a result, older children feel empowered and develop their confidence.Children enjoy playing a variety of games provided by staff. For example, the children balance along the coloured lines marked out on the floor.

They do this while trying to avoid being 'tagged' by the balls. Children follow instructions well and giggle with anticipation as they dodge the balls. The staff adapt the games throughout to keep it exciting for the children.

Leaders have devised effective systems to work in partnership with parents and schools. An interactive online 'FUNDA' portal allows parents to access activity ideas, some with supportive videos in order to promote children's learning at home. Leaders carefully considered the impact COVID-19 had on the children.

A comprehensive activity book was produced and uploaded to the portal for children, parents and schools to access. As a result, children were able to keep active and achieve certificates for their achievements as they would have done if they were attending the holiday camp.Staff say that they feel supported within their roles.

They attend staff meetings and are offered supervision meetings too. They have the opportunity to discuss their professional development and have access to training opportunities. While working at the holiday camp, staff have autonomy for the activities they provide.

They value children's input too and provide activities and games that they know will challenge and interest them.Staff support children with special educational needs and/or disabilities well. They gauge detailed information from parents about children's needs when parents first book a place for their child.

Staff know children very well and understand how to support each child to reach their full potential.

Safeguarding

The arrangements for safeguarding are effective.Staff are aware of their responsibilities of safeguarding children.

They have the relevant training and understand the local procedures for reporting allegations and concerns. They carry out regular risk assessments to ensure that the environment is kept free from hazards. Leaders have robust systems in place for the recruitment and vetting of new staff members.

They use wristbands for children who bump their heads to alert parents to speak to a staff member when they pick up their children. Parents are given a PIN to provide to staff when dropping off and collecting their children, this ensures children are handed to familiar adults with the relevant permission to do so. In conclusion, children's safety is of paramount importance.