School's Out Activities at King Edward VI Grammar School

Grammar School

Unique reference number (URN): 2794057 Address: King Edward Vi Grammar School, Broomfield Road, Chelmsford, Essex, CM1 3SX Type: Childcare on non-domestic premises Registered with Ofsted: 29/05/2024 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 Strong standard

Children develop warm and trusting relationships with staff, who establish clear, consistent and age-appropriate expectations for behaviour. As a result, children behave remarkably well and demonstrate a secure understanding of the setting's routines and boundaries. For example, younger children are organised into colour groups as they move around the setting and take turns participating in exciting and meaningful activities. They listen carefully, follow instructions confidently and share resources respectfully. Children work collaboratively with their peers to solve problems and engage positively in team games and challenges. During a general knowledge quiz about farm animals, for instance, children patiently wait for their turn to answer, showing respect for others and excellent self-control. These experiences support the development of children's social skills, cooperation and positive friendships.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have established robust and tailored systems to monitor and promote children's attendance. They work closely with families and local authority partners to reinforce the importance of regular attendance and punctuality. Children enjoy attending this setting because of the exciting opportunities and effective support on offer. This has led to improved attendance, particularly for those who face barriers to learning, ensuring they fully benefit from the rich experiences provided.

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Children's welfare and wellbeing Strong standard

Staff and leaders create a warm, welcoming and stimulating environment where children feel safe, valued and confident. Well-established routines help children settle quickly and move through the day with ease. Children enthusiastically engage in a wide range of high- quality experiences, both indoors and outdoors, and confidently make independent choices about their play and learning. They access equipment and apparatus safely, developing their gross motor skills, balance and coordination. Children also develop a secure understanding of healthy lifestyles. For example, during a cooking club activity, they confidently follow hygiene routines before becoming fully engaged in making their own 'chick cookies'.

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Children's welfare and wellbeing Strong standard

Children build effective and positive relationships with staff, who are highly attuned to their emotional needs. Staff provide sensitive support, helping children to recognise, manage and regulate their feelings. For example, they gently guide children to quieter spaces when needed and offer reassurance and encouragement. Staff also respond promptly and effectively to children's medical needs, administering first aid with care and ensuring children feel comforted and secure. As a result, children develop emotional resilience, self-regulation and confidence, and feel safe in this nurturing environment.

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Inclusion Strong standard

Staff and leaders are highly skilled, experienced and ambitious for every child. They have robust systems in place and work closely with families and external professionals to develop a thorough understanding of children's individual needs. Through ongoing training and professional development, staff are well equipped to support children with special educational needs and/or disabilities (SEND). Staff adapt their interactions and use effective, creative strategies to help children with SEND settle quickly and engage fully in activities. They provide sensitive guidance, reassurance and encouragement, responding thoughtfully to children's needs. As a result, children feel safe, valued and included, enabling them to flourish.

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Inclusion Strong standard

Robust partnerships with families and professionals ensure a consistent approach to support. Staff successfully implement personalised strategies and support plans, helping children with SEND access enriching experiences and make meaningful progress.

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Inclusion Strong standard

Leaders demonstrate a deeply inclusive ethos and are unwavering in their commitment to ensuring that every child has access to high-quality opportunities. They work proactively with the local authority and other agencies to support children who face barriers to learning, encouraging regular attendance and sustained participation. As a result, children benefit from a broad range of meaningful experiences that enhance their development, widen their understanding of the world and enable them to flourish.

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Leadership and governance Strong standard

Leaders are reflective, ambitious and committed to continuous improvement. They have a clear vision for the setting and take purposeful action to ensure that all children benefit from high-quality care and enriching experiences. Their aspirations and values are shared by the whole staff team, who demonstrate dedication and a sturdy commitment to achieving the best outcomes for children.

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Leadership and governance Strong standard

Leaders provide meaningful professional development opportunities that support staff in continually developing their knowledge and skills. Staff engage in relevant training to strengthen their practice and report high levels of job satisfaction. Leaders also place a great emphasis on staff wellbeing. This creates a positive and supportive culture where high expectations are balanced with genuine appreciation and respect. Leaders establish powerful partnerships with parents, carers and other professionals. Parents speak highly of the stimulating experiences on offer and the excellent care provided by staff. They express confidence that their children are safe, happy and thriving in the setting. Partnerships with external professionals are equally effective and well maintained, ensuring a consistent approach to meeting children's needs. As a result, all children, including those who face barriers to learning, benefit from coordinated support and a wealth

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Leadership and governance Strong standard

of enriching experiences that promote their ongoing development.

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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 extremely happy and engaged at this setting. They arrive with smiles on their faces, eager to immerse themselves in a day filled with exciting and enriching experiences. Children benefit from a thoughtfully designed environment that reflects their individual interests, preferences and developmental needs. They are encouraged to make informed choices about their play and learning, with warm and nurturing staff providing sensitive support when needed. This approach promotes children's independence, curiosity and confidence, while strengthening their social skills.

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

Children with additional needs and barriers to learning are warmly welcomed and flourish in the setting. Staff provide tailored support and targeted interventions that are carefully matched to each child's individual needs. As a result, children feel valued, included and fully involved in all aspects of the provision. This positive and supportive approach makes a significant contribution to their emotional wellbeing and resilience.

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

Children demonstrate high levels of enthusiasm, motivation and engagement as they access a wide range of stimulating activities. Older children participate skilfully in sports events and team games, which promote cooperation, healthy competition and the development of their gross motor skills. Younger children benefit from a wealth of sensory experiences that support their communication, social development and ability to form positive, lasting friendships.

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

Children feel safe, secure and highly valued in this exquisite setting. They quickly develop positive and respectful relationships with both adults and their peers. For example, during sports activities, children work collaboratively, communicating effectively, laughing together and encouraging one another. They confidently follow rules, demonstrate excellent teamwork and persevere when solving problems. Children attend regularly, supported by robust and innovative systems that leaders have established to promote full participation. As a result, all children, particularly those with barriers to learning, are able to access and benefit from the rich experiences on offer.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards.

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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

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Address:

King Edward Vi Grammar School Broomfield Road Chelmsford Essex CM1 3SX

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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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4 to 11

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

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

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