Complete Sports Ltd - Cromer Road Primary School

School

Unique reference number (URN): 2796728 Address: Cromer Road Jmi School, Cromer Road, New Barnet, Barnet, EN5 5HT Type: Childcare on non-domestic premises Registered with Ofsted: 26/06/2024 Registers: EYR, CCR, VCR Registered person: Complete Sports 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

All children, including those with special educational needs and/or disabilities, enthusiastically join in the holiday camp routines and activities. Leaders and staff establish thoughtful routines that reflect children's interests and are adapted in response to feedback from children and parents. They have high expectations of children's behaviour and communicate these consistently throughout the day. During the morning welcome, staff and children revisit the holiday camp 'Golden Rules' together. Children know them by heart and confidently explain why it is important to be kind, include others and follow safety rules to keep everyone safe.

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Behaviour, attitudes and establishing routines Strong standard

Children remain in the same teams throughout the day and proudly collect points for positive behaviour. They earn points by helping their peers, supporting younger children, working together during team activities and independently tidying away resources. This encourages children to cooperate, take responsibility and develop a highly positive sense of belonging within their team. Staff consistently recognise children's positive behaviour through meaningful praise, encouraging them to continue making thoughtful choices.

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Behaviour, attitudes and establishing routines Strong standard

Children communicate respectfully with their peers and with staff. They respond quickly to familiar strategies that gain their attention and support smooth transitions between activities. Staff model kindness and respect, and children reflect these positive relationships in their interactions with others. Parents describe how enthusiastically their children talk about staff at home, reflecting the warm and trusting relationships they have built. Leaders promote regular attendance and help families understand its importance so children benefit fully from the experiences the holiday camp offers.

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Inclusion Strong standard

Leaders create an inclusive environment, where children's individual needs and unique backgrounds are valued from the moment they register for the holiday camp. They reduce barriers to participation by accepting a range of funding available to disadvantaged families and by working closely with the host school. As a result, all children, including those with special educational needs and/or disabilities (SEND) and those facing additional barriers to their learning or wellbeing, access the holiday camp and participate confidently alongside their peers.

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Inclusion Strong standard

From the outset, leaders gather detailed information about children's interests, additional needs and individual circumstances. They build on this through telephone conversations with families and close collaboration with the school's SEND team. Staff continue the strategies children already know from school. This consistency helps children settle quickly and feel secure throughout the holiday camp.

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Inclusion Strong standard

Staff know children exceptionally well because they already work with them as part of the school's physical education team. They recognise subtle changes in children's behaviour or emotional wellbeing and respond promptly with one-to-one support, adapted activities or quiet time when needed.

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Inclusion Strong standard

At the start of each holiday camp, staff use ice-breaker games to help children get to know one another and feel part of the group. Children work in teams to discover facts about their teammates, such as which Minion character they are, before confidently sharing what they have learned with the rest of the camp. Children with high energy levels particularly benefit from the wide range of activities on offer, including football, dodgeball, archery, gymnastics, arts and crafts, enabling them to channel their energy positively while remaining fully engaged throughout the day.

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Children's welfare and wellbeing Expected standard

Leaders and staff prioritise children's safety and establish secure routines that promote their welfare and wellbeing. Children learn how to keep themselves safe through regular conversations and reminders throughout the day. For example, before accessing the playground, staff talk to children about using equipment safely and the importance of staying hydrated in warm weather. As a result, children understand how to manage risks and play safely.

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Children's welfare and wellbeing Expected standard

Children enjoy daily opportunities to be physically active and regularly engage in discussions and activities that promote healthy lifestyles. They bring packed lunches or benefit from funded meals through the 'Holiday Activities and Food' programme. Children look forward to snack and lunchtimes. Although, they do not consistently remain appropriately seated while eating. This means mealtimes are not always as safe as they could be. Children, including those with special educational needs and/or disabilities and those who face barriers to participation, benefit from well-established hygiene routines. They wash their hands independently before eating and move smoothly through these routines without unnecessary waiting. Staff know children exceptionally well and are attentive to their emotional wellbeing. They regularly check in with children individually, particularly those who need additional reassurance or support. As a result, children feel listened to, secure and

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Leadership and governance Expected standard

Leaders are ambitious to continually improve the holiday camp for children, families and staff. They identify ways to reduce barriers to participation by offering a range of funding options for families and reviewing the quality of the provision. Staff describe positive support for their professional development. They complete mandatory training and benefit from an open-door culture, where they can share ideas and feedback. Leaders respond promptly and provide regular observation and feedback meetings that help staff reflect on and develop their practice. Staff also describe how leaders consider their wellbeing through trusting relationships and ongoing communication.

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Leadership and governance Expected standard

Leaders work closely with the host school, particularly the special educational needs team. They align support strategies so children, including those with special educational needs and/or disabilities, experience familiar approaches during the holiday camp. This helps children settle quickly and participate with confidence. Leaders maintain effective communication with staff to ensure everyone understands children's individual needs and changing circumstances.

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Leadership and governance Expected standard

Leaders and staff build positive relationships with parents. They send daily emails with practical information about the upcoming day, including what children need to bring and an overview of planned activities. Leaders have identified strengthening daily face-to-face feedback with parents as the next step in developing communication. They regularly review feedback from children, parents and staff to identify further improvements. Leaders also routinely review risk assessments and safety procedures to ensure the holiday camp remains a safe and well-organised environment for children and staff. Parents describe how much their children enjoy attending the holiday camp and proudly come home each day with crafts and stories about their experiences.

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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 arrive with bright smiles, excited for a new day at the holiday camp. They eagerly greet their friends, chat enthusiastically and quickly join structured free play. The welcoming environment helps children feel relaxed, included and ready to enjoy the day. Children choose from a wide range of indoor and outdoor activities, including life-size Tetris, colouring, indoor dodgeball and tower building challenges that reflect their interests. Clear routines help children know what to expect, allowing them to move confidently between activities and feel secure throughout the day.

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Address:

Cromer Road Jmi School Cromer Road, New Barnet Children enjoy thoughtfully planned experiences that develop a wide range of skills. They strengthen their fine motor skills through arts and crafts, develop upper body strength and hand–eye coordination during activities, such as archery, and build teamwork through group sports. Children see their interests valued. For example, after showing an interest in capturing their experiences, they created their own booklets to write, draw and illustrate memories from the holiday camp.

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Address:

Children revisit the holiday camp's 'Golden Rules' throughout the day. They understand that these rules help everyone stay safe, treat one another with kindness and consider the needs of others, such as not sharing food because of allergies. Children proudly collect points for their teams by showing kindness, helping others and working together. This strengthens their sense of belonging and encourages positive relationships. All children, including those with special educational needs and/or disabilities, enjoy activities adapted to their individual needs, interests and energy levels, enabling them to participate confidently alongside their peers.

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Next steps

Leaders should ensure children consistently remain appropriately seated during mealtimes to promote their safety.

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About this inspection

The inspector spoke with the 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. Barnet EN5 5HT Type: Childcare on non-domestic premises

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 05:30

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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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