School's Out Activities At Colchester Royal

Grammar School

Unique reference number (URN): EY548121 Address: Colchester Royal Grammar School, 6 Lexden Road, Colchester, Essex, CO3 3ND Type: Childcare on non-domestic premises Registered with Ofsted: 12/07/2017 Registers: EYR, CCR, VCR Registered person: School's Out Activities Ltd

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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

There is a calm and happy atmosphere throughout. Staff provide a welcoming child-friendly environment and children are fully engaged in activities. The club rules are fully understood by children and consistently embedded in practice. There is a culture of respect between staff and children. Staff use practical strategies to support self-regulation. Calm spaces, including a cosy and comfortable tent, help children manage their emotions. Children behave appropriately and demonstrate they feel safe and confident in the environment. With adult support, they effectively learn to work together, and resolve minor disagreements. The clubs expectations are discussed at the start of each session. Children are gently reminded of the rules and routines. They are realistic and understood by children. Staff are flexible in their approach and take account of children's ages, circumstances and development, when supporting behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Children establish close and trusting relationships with the staff, who are attentive and responsive to children's needs. Children have a sense of belonging at the club and a positive attitude to engage in all activities. Systems in place positively encourage and support older children to act as positive role models and leaders for the younger children attending. Children enjoy their time at club and attend regularly, many often return the next holiday season. Leaders prioritise attendance and punctuality to ensure children's wellbeing and participation.

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Children's welfare and wellbeing Expected standard

Children arrive happy and settle quickly at a chosen activity. This includes those who are young and attending for the first time. Their wellbeing and welfare is considered and they are fully supported and gently encouraged to participate. Older children support the younger children and this helps them develop a sense of belonging. Staff are kind and caring, they listen to the children and respond to their requests. Children have established secure

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Needs attention

relationships with them. Children's emotional wellbeing is a priority. They are encouraged to communicate their feelings and emotions and are supported appropriately. Children approach staff when they have a disagreement and seek support. This is managed sensitively and children are encouraged to resolve friendship issues for themselves with the skilful support of the staff. Children's behaviour is very positive. Children with special educational needs and/or disabilities receive appropriate support so that they participate fully and develop independence, for example, during transition times.

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Needs attention

Children demonstrate positive attitudes toward healthy lifestyles. They enthusiastically participate in team sports. They energetically join in team games in the sports hall or develop their physical skills using bouncy castles and inflatable slides. They enjoy their time in the extensive grounds, as they play in the fresh air and enjoy swimming activities during the warmer months. Children are encouraged to take care of their personal needs, fully supported by the nurturing staff.

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Inclusion Expected standard

Leaders promote an inclusive culture, where all children are warmly welcomed and can participate fully. Leaders establish positive partnerships with parents and work closely with them to obtain relevant information about their child's unique needs, emotional security, cultural background and development, to ensure appropriate support is in place. This helps leaders respond effectively and identify those who may require additional support and ensures continuity of care. Adaptations are made to reduce barriers and support participation for those with special educational needs and/or disabilities.

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Inclusion Expected standard

Leaders positively support the Essex ActivAte government initiative. This means children who may be socially isolated or risk inactivity can fully participate in enriched physical activities, enhancing wellbeing and receiving nutritious meals and snacks during school holidays. Any additional funding is used appropriately to ensure a positive impact on outcomes, for example the provision of additional resources.

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Leadership and governance Needs attention

Leaders actively engage in the day-to-day running of the club and want the best possible outcomes for children. They have secure partnerships with families, the host school and the local authority. However, leaders have yet to establish strategies that are securely embedded, to monitor practice and ensure the high expectations of the club are consistently delivered and understood by staff.

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Leadership and governance Needs attention

Leaders understand the strengths of the club and have plans in place for further developments. They positively welcome feedback and make appropriate changes as required. The actively seek parental feedback ,which is reviewed to inform further improvements that would benefit those attending. Parents speak highly of the club, the welcoming staff and of their children's experiences. Leaders consider how the club meets the needs for those attending and make changes to activities and routines to ensure they remain accessible for all children to meet their needs.

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Leadership and governance Needs attention

Leaders support staff wellbeing. A thorough recruitment and induction process ensures staff are suitable for their role. They receive suitable training and ongoing opportunities to strengthen their knowledge. Staff say they enjoy their role and feel fully supported and valued. However, information-sharing and effective communication with staff is inconsistent. Therefore, ongoing expectations and an understanding of reviewed policies and procedures mean there is an inconsistency in practice to promote a secure environment for children.

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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 are welcomed by enthusiastic, caring staff. Systems in place ensure staff understand children's individual needs and abilities, including any barriers to learning or wellbeing. This helps children feel safe and secure, they settle quickly and fully engage in all aspects of the club. Children build positive, trusting relationships with staff and peers. They confidently approach staff if they need reassurance or help. Staff respond sensitively, supporting children's emotional wellbeing. This helps children relax and enjoy their time at club with their friends. Children have a positive attitude to participating in new opportunities and learning new things. They make clear progress in developing social skills, such as turn- taking or working as a team. Older children attending club confidently support younger children. They provide a kind helping hand, role model what needs to happen, manage routines and support the youngest children join in activities. This helps all children feel

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

included, valued and develops their confidence.

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

Children participate in a variety of fun activities that reflect their interests, such as creative activities, including singing, dance and acting. Children perform shows for their parents at the end of club and this helps increase confidence and acknowledges their hard work and celebrates their achievement. Children have opportunities to cook, join team games and sports. Children's behaviour is good. They learn to resolve minor disagreements, showing increasing independence and empathy over time.

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

Staff understand how to support participation through inclusive practice. For example, flexible routines and close partnership with families and, where possible, the school children attend. Staff are aware of new and younger children and those who require additional support attending. They ensure they receive the support and gentle guidance they need. Activities are adapted to ensure all children can participate and make progress to develop their ongoing learning and personal development. Children attend regularly with many returning each year. Leaders are aware of the importance of attendance of those booked to attend club, they follow systems in place to ensure children's attendance and wellbeing.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date:

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Action Completion Date

Leaders must strengthen systems for communication and monitoring staff practice to ensure they consistently implement the settings expectations 13/04/2026

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Action Completion Date

Leaders should review and update policies more frequently, to ensure they reflect current practice.

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Address:

Colchester Royal Grammar School 6 Lexden Road Colchester Essex CO3 3ND

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: School's Out Activities Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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About this inspection

The inspector spoke with leaders, staff, parents and children 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.

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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

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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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