Roding Primary Extended Schools

Roding Primary Extended Schools

Unique reference number (URN): 2763872 Address: Roding Primary School, Cannington Road, Dagenham, Essex, RM9 4BL Type: Childcare on non-domestic premises Registered with Ofsted: 24/11/2023 Registers: EYR, CCR, VCR Registered person: GSJM Sports Limited

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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 at the holiday club show consistently positive attitudes to play, learning and new experiences. They arrive eager to take part, taking responsibility for their belongings and moving calmly around the environment while selecting from a wide range of age-appropriate resources. Warm, familiar interactions between staff and children create a secure atmosphere where children respond well to instructions and engage in activities. They cooperate well, share resources and support one another, including modelling skills for their peers. Leaders promote the importance of good attendance and punctuality, following up any unexplained absences promptly.

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Behaviour, attitudes and establishing routines Expected standard

Clear behaviour support strategies ensure that children feel secure and know what to expect throughout the day. Staff sit with children to help them understand what has upset or angered them, supporting emotional regulation and strengthening positive relationships. Children explain that if someone is unkind, they tell a staff member, who talks to those involved and helps everyone feel happier again.

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Behaviour, attitudes and establishing routines Expected standard

Children have some opportunities to shape their play and activities. A planned schedule is used to guide children through the day, supporting smooth transitions and establishing predictable routines. However, at times, this limits opportunities for children to share ideas and interests of their choosing.

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Children's welfare and wellbeing Expected standard

Staff are attentive to individual needs, so children's welfare and wellbeing is managed effectively throughout the day. Staff observe and monitor all children and act swiftly if they become tired, encouraging them to take regular breaks and rest as needed. Children feel confident asking staff for help and respond well to challenge, such as when they are reminded to follow rules that are put in place. They take part in team games and learn new skills. For example, learning origami together creates opportunities for cooperation and problem-solving. Children respond positively to well-embedded routines such as handwashing and tidy-up times, which support smooth transitions and growing independence. Overall, children display positive attitudes, strong social skills and a secure understanding of expectations.

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Children's welfare and wellbeing Expected standard

Mealtimes provide valuable opportunities to support children's understanding of healthy eating and modelling expected behaviours. On occasion, adults facilitate thoughtful conversations where children discuss the importance of eating well and consider which foods are healthy for them. These discussions help children build positive habits that support long-term healthy eating. However, these are not consistent. Therefore, children do not yet benefit from regular reinforcement that would deepen their understanding and strengthen their ability to make healthy choices.

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Inclusion Expected standard

The holiday club promotes an inclusive environment where all children are supported to participate fully and confidently, including those with special educational needs and/or disabilities. Leaders are committed to identifying and assessing needs early so that provision can be adapted effectively. Staff work closely with parents and carers to gather meaningful information, enabling them to meet individual needs. For example, for children who may find the environment overly stimulating, staff adapt provision and deploy staff effectively to support participation.

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Inclusion Expected standard

Throughout the session, adults support children to take part independently while remaining available when needed. Lots of praise and encouragement helps children to build relationships and play alongside others. Tailored and targeted support ensures that children feel included and able to participate. Staff help children regulate their feelings and behaviour by, for example, taking time to reflect with them and helping them to understand the impact of their actions. This contributes to children feeling understood and respected, strengthening their emotional wellbeing and promoting a sense of belonging.

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Leadership and governance Expected standard

Leadership and governance demonstrate a clear commitment to children's welfare and wellbeing. The environment is thoughtfully organised, and staff work hard to ensure that all children can participate fully. Staffing arrangements remain consistent, with regular team members who know the children well and understand their individual needs. This contributes to a predictable environment where children benefit from consistent expectations and support.

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Leadership and governance Expected standard

Leaders have clear systems in place to monitor staff performance and identify professional development needs. They provide effective supervision and training, ensuring that practice continues to improve and aligns with wider priorities to raise quality. The management team shares a clear vision for the holiday camp's success and works closely with staff, sharing good practice. Self-assessment is ongoing and used purposefully, helping leaders to identify areas for development and implement training to support improvements.

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Leadership and governance Expected standard

Strong partnership work with parents ensures that children's needs are supported. Leaders also work closely with the local authority to offer funded places. This reduces barriers to access and ensures that all children, including those who may be disadvantaged, can take part. This commitment to inclusion ensures that children are welcomed and able to participate in activities.

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Leadership and governance Expected standard

Overall, leaders foster a positive culture that prioritises children's welfare and wellbeing.

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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 busy, active and fully involved throughout the day. They begin with ice-breaker activities that help them get to know each other and build friendships. Throughout the day, children move between arts and crafts activities, sports and team games. Children play together in mixed-age groups. Older children take on leadership roles, acting as team captains who guide and support younger peers. They show them how to join in and model movements such as bending knees and swinging arms as they navigate obstacle courses.

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About this setting

Unique reference number (URN): 2763872 Younger children respond with enthusiasm, following instructions and responding positively to praise and encouragement, gaining confidence as they learn new skills.

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About this setting

Children show positive behaviour and attitudes as they take turns, share resources and respect boundaries, creating a calm and cooperative atmosphere. They are gently encouraged by staff to try new things without fear of making mistakes, which helps them grow in confidence. Children respond well to both support and challenge. They listen carefully to instructions and understand why safety gear matters during activities. Staff offer a range of difficulty levels so every child can participate and have a go.

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About this setting

Routines are clear and predictable, which helps children move calmly between activities and self-care tasks. Warm, trusting relationships with staff support children's emotional wellbeing and foster a sense of belonging. Staff help children understand the rules and explain why they matter, such as walking indoors to keep everyone safe and staying within designated areas during activities. Staff manage behaviour sensitively, guiding children to reflect on their actions and consider the feelings of others. This helps them reintegrate quickly and positively back into activities.

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Next steps

Leaders should increase opportunities for children to share their ideas and preferences, helping them influence activities more often so they have a bigger role in shaping their day. Leaders should further strengthen all children's understanding of healthy eating to deepen their knowledge and help embed long-term, positive food choices.

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About this inspection

The inspector spoke with the holiday club manager and lead coach 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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Address:

Roding Primary School Cannington Road Dagenham Essex RM9 4BL

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

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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

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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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