Jules Et Lis

Jules Et Lis

Unique reference number (URN): EY436890 Address: St. Thomas RC Primary School, Ward Avenue, GRAYS, Essex, RM17 5RW Type: Childcare on non-domestic premises Registered with Ofsted: 21/10/2011 Registers: EYR, CCR, VCR Registered person: Jules Et Lis

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and show positive attitudes towards attending the club. They are polite, use good manners and treat one another with respect. Leaders have established clear expectations for behaviour, which staff consistently reinforce through calm and respectful interactions. Children understand the routines of the setting. They know why these are important, particularly in keeping everyone safe. This helps children to feel secure, confident and able to enjoy all aspects of the session.

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Behaviour, attitudes and establishing routines Expected standard

Staff know children well and are quick to notice when children may need extra support after a difficult day at school. They take time to talk with children, listen carefully and offer reassurance. Staff support children to settle, feel understood and manage their emotions effectively. When children's behaviour begins to escalate, staff respond calmly and supportively. They use tools, such as emotional check-in cards, to allow children to express how they are feeling and seek support, enabling them to regulate their emotions and sustain positive interactions.

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Behaviour, attitudes and establishing routines Expected standard

Routines are well established and promote children's independence and responsibility. Children confidently manage hygiene routines, including washing their hands before food. At snack time, children help to prepare food, wash up afterwards and tidy away equipment. This helps children to develop cooperation, self-confidence and pride in caring for their environment.

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Behaviour, attitudes and establishing routines Expected standard

Transitions are calm and well organised, including the orderly collection of children from school and the end-of-day handover to parents and carers. As a result, children settle quickly, remain engaged and play cooperatively with peers of different ages throughout the session. This supports children's positive attitudes and social skills.

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Children's welfare and wellbeing Expected standard

Leaders place a high priority on children's welfare and wellbeing, ensuring care is responsive to each child's needs. Staff know children well and provide consistent and sensitive support. This helps children to feel safe, valued and confident. Effective relationships between children and staff encourage children to try new activities, join in group play and engage with friends of different ages. This supports children's social confidence, a sense of belonging and participation in all activities.

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Children's welfare and wellbeing Expected standard

Staff promote children's physical health through healthy food choices, active play and regular opportunities for outdoor play. They plan snack routines to encourage children's independence. Children make their own choices, preparing plates and tidying away afterwards. Outdoors, children enjoy energetic games, such as football, group chasing games and imaginative play. Staff supervise children carefully and provide guidance to help children assess and manage risks safely. This enables children to develop physical skills, confidence and awareness of safety. Children's emotional wellbeing is supported through everyday interactions and structured approaches. Staff talk with children about their feelings and model calm behaviour. This helps children to recognise and manage their emotions while also building their resilience and self-confidence.

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Children's welfare and wellbeing Expected standard

Staff also keep children safe online and when using digital devices, with clear rules, supervision and guidance. This ensures that children feel safe and supported while using technology.

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Inclusion Expected standard

Leaders have established an inclusive culture, where staff know children well and support them to take part fully in the life of the club. When children join, leaders take time to speak with parents and carers to understand their child's needs, interests and any worries they may have. Entry systems capture important information about children's dietary needs, medical conditions and special educational needs and/or disabilities (SEND). Leaders also communicate with school staff where needed, so information is shared and children experience consistency between school and the setting. Consequently, children feel safe, understood and able to engage confidently.

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Inclusion Expected standard

Leaders have a sound knowledge and experience of working with children with SEND. They use this knowledge to make thoughtful adjustments so children can join in confidently. Staff adapt activities flexibly, for example by adjusting expectations, offering additional reassurance or providing quieter spaces when needed. This ensures that children of all abilities participate successfully and enjoy all experiences.

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Inclusion Expected standard

Staff demonstrate a positive understanding of children as individuals. Leaders listen carefully to children's views and respect their choices about how they wish to be supported, while still ensuring that safeguarding and welfare needs are met. Play between children of different ages is a notable strength in the club. Older children routinely support their younger friends, helping them join play, understand routines and feel included. This helps children to develop confidence, social skills and a sense of belonging.

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Inclusion Expected standard

Leaders work closely with families and value their contributions. Parents report feeling listened to and supported. This helps children to settle quickly and feel confident that the club understands and meets their needs. As a result, children participate fully, develop positive relationships and feel secure in the setting.

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Leadership and governance Expected standard

Leaders are committed to providing a safe, welcoming and stimulating environment for all children. They have a clear understanding of the club's strengths. Leaders take action to build on these, ensuring that children's care, welfare and play experiences continue to improve. Leaders know children and families well. They make decisions that reflect their needs, including supporting children with special educational needs and/or disabilities and those facing other barriers to learning or wellbeing. This helps children to receive personalised support and feel included. Staff are recruited carefully and supported through induction, training and regular supervision sessions. Leaders involve children in the recruitment process, listening to their views about prospective staff to ensure that children feel comfortable and confident with the adults caring for them. Staff work together effectively, sharing ideas and planning activities

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Leadership and governance Expected standard

collaboratively. This creates a positive, inclusive and professional culture, resulting in a caring environment where children thrive and enjoy engaging experiences.

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Leadership and governance Expected standard

Leaders communicate openly with families, valuing their contributions and providing flexibility with care. They actively monitor the setting and use their observations to identify areas for further improvement. For example, leaders plan and implement new physical games, update resources, and develop systems to enhance children's experiences, ensuring that children benefit from a continually improving environment. However, leaders recognise that opportunities for all staff to contribute consistently to evaluating and improving the quality of provision are not yet fully embedded. As a result, some improvements rely more heavily on leaders' direction rather than drawing on the full range of staff insights and expertise.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

Children experience this club as a safe, welcoming and enjoyable place to spend time at the end of the school day. They arrive happily, are greeted by familiar staff and settle quickly into calm routines. Children know what to expect, which helps them to feel secure and relaxed. They move confidently into the setting, choose where to play and reconnect with friends. This enables children to feel independent, confident and ready to engage in activities.

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

Children of different ages play alongside one another respectfully. They build friendships beyond their classes and learn how to cooperate, share resources and solve small problems together. For example, children work together to build models, create role-play scenarios or make up games, discussing ideas and taking turns. Older children often support younger ones by explaining rules, helping them join in or showing them how to use equipment. This helps all children to develop collaboration skills, empathy and social confidence.

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

Children enjoy a balance of choice and structure. They take part enthusiastically in a wide range of activities, including creative craft, sensory play, board games, construction, outdoor physical games and imaginative play. Staff encourage children to follow their own interests. They support play by talking with children, asking questions and offering encouragement. As a result, children remain engaged, curious and motivated to explore new experiences.

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

Staff plan everyday routines to help children develop independence and responsibility. At snack time, children wash their hands, choose what they would like to eat, prepare their own food with support and help to tidy away afterwards. These calm and social routines give children time to talk, relax and recharge. This supports children's practical life skills, confidence and a sense of responsibility.

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

Staff listen carefully to children, value their views and help them feel confident and included. They encourage children to talk about their feelings. Staff offer reassurance when children

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Address:

St. Thomas RC Primary School Ward Avenue GRAYS Essex RM17 5RW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Jules Et Lis are tired, worried or need a quieter moment. This helps children to build emotional security and resilience.

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Address:

Children who face barriers to their learning or wellbeing receive sensitive support so they can take part fully. Families feel welcomed and communicated with regularly. This ensures that all children feel included, valued and able to participate in the life of the club.

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Next steps

Leaders should build on current practice so that staff continue to make a consistently positive contribution to improving the quality of provision.

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About this inspection

The inspector spoke with leaders, staff, children and parents and carers during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage. Register(s): EYR, CCR, VCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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