Stanway Fiveways Holiday Club

Stanway Fiveways Holiday Club

Unique reference number (URN): 2824968 Address: Stanway Fiveways Primary School, Winstree Road, Stanway, Colchester, CO3 0QG Type: Childcare on non-domestic premises Registered with Ofsted: 30/01/2025 Registers: EYR, CCR, VCR Registered person: Essex Professional Coaching 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

Leaders set clear expectations for behaviour and routines. Coaches apply these consistently and fairly. Children understand the rules and respond positively to reminders. They show respect for adults and peers and demonstrate strong cooperation during games and group tasks.

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Behaviour, attitudes and establishing routines Strong standard

Relationships are warm and trusting. Children feel comfortable to express their feelings and know that adults will help them manage difficult moments. Coaches teach emotional awareness and model calm responses. They use sensitive interventions to help children regulate and rejoin activities when they are ready.

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Behaviour, attitudes and establishing routines Strong standard

Children show positive attitudes to learning. They try new experiences, persevere when tasks are challenging and celebrate shared successes. Coaches anticipate when children may struggle and adapt provision to prevent disengagement from activities. This ensures children remain engaged and confident.

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Behaviour, attitudes and establishing routines Strong standard

Attendance is strong. Leaders promote the holiday activities and food programme and children are eager to attend. Leaders work closely with parents to address any concerns and maintain routines.

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Behaviour, attitudes and establishing routines Strong standard

Inclusive approaches are embedded. Coaches make thoughtful adjustments for children with special educational needs and/or disabilities, those who are disadvantaged and those who face barriers. These approaches have a sustained impact on children's behaviour, attitudes and engagement.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are prioritised at every stage of the day. Coaches build secure attachments that help children feel safe, valued and confident. Leaders establish a culture where children feel safe to share worries. Coaches listen carefully and act promptly when children disclose concerns. Leaders ensure that all coaches understand their safeguarding responsibilities and follow clear procedures. Coaches confidently describe how they raise concerns, seek advice and escalate issues when needed. Leaders maintain strong oversight of referrals and work closely with external partners when required.

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Children's welfare and wellbeing Strong standard

Children learn healthy habits. They wash hands independently, enjoy nutritious snacks and practise good table manners. Coaches promote hydration and rest, ensuring children stay comfortable and safe during physical activities. They teach children how to make healthy choices and support them to become increasingly independent.

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Children's welfare and wellbeing Strong standard

Coaches respond sensitively when children need reassurance. They provide calm spaces for children who need time to regulate and re-join activities. Care practices are adapted for children with special educational needs and/or disabilities (SEND), including for sensory needs, emotional regulation and physical considerations. Children feel a strong sense of belonging. They share ideas, help their peers and show pride in their achievements. Coaches create a welcoming environment where all children thrive. They are vigilant and recognise vulnerabilities, including those linked to SEND, anxiety and family circumstances. Coaches create safe spaces where children can talk confidently to trusted adults.

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Inclusion Strong standard

Leaders identify children's needs early and accurately. They gather detailed information from parents before children attend and use this to plan tailored support. Coaches know children incredibly well and recognise subtle changes in behaviour or engagement. They act quickly to reduce barriers so that children can participate fully.

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Inclusion Strong standard

Support for disadvantaged children is thoughtful and effective. Leaders ensure that children funded through the holiday activities and food programme are fully included. Mealtimes are organised so that children receiving free food are not separated from their peers, and nutritious options are offered to promote healthy choices. Leaders and coaches understand the community context and use this knowledge to promote equity and belonging.

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Inclusion Strong standard

Children with special educational needs and/or disabilities receive highly personalised support. Coaches use consistent strategies to help children regulate, build confidence and join activities. They draw on specialist guidance when needed and adapt routines sensitively. Coaches use a balanced approach, reviewing what works and adjusting support as children's needs change.

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Inclusion Strong standard

Disadvantaged children benefit from secure relationships and tailored care. Coaches fully understand their backgrounds and provide consistent reassurance. They work closely with parents and professionals to ensure continuity. Leaders monitor the progress of children who face barriers and adapt provision swiftly. Their inclusive practice makes a sustained difference to children's experiences and opportunities.

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Leadership and governance Strong standard

Leaders demonstrate a deep understanding of the setting's context and the needs of the children who attend. They maintain high expectations and ensure that coaches uphold these consistently. Leaders use their detailed knowledge of the community, including disadvantage, special educational needs and/or disabilities (SEND), and holiday activities and food programme participation, to shape priorities and provision.

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Leadership and governance Strong standard

Leadership is reflective and responsive. Leaders evaluate sessions daily, analyse patterns and refine practice to improve children's experiences. They recognise when their provision needs to adapt, such as by adjusting the structure for younger groups, and act swiftly to implement changes. Their decisions are rooted in evidence and children's best interests.

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Leadership and governance Strong standard

Governance is strong. Leaders ensure that safer recruitment is rigorous and all statutory requirements are met. They maintain clear policies, monitor practice and provide effective oversight. Coaches feel valued, empowered and supported. Leaders promote manageable workloads and offer regular supervision, coaching and professional development. Professional learning is purposeful. Leaders invest in training that strengthens coaching expertise, including SEND strategies, safeguarding and behaviour support. Coaches receive ongoing feedback that improves practice and consistency.

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Leadership and governance Strong standard

Partnerships with parents are positive and trusting. Leaders communicate openly, respond promptly to concerns and work collaboratively to support children's needs. They maintain strong links with schools and external professionals to ensure continuity. Leaders' reflective, child-centred approach has a sustained impact on children's experiences 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 arrive calm, confident and ready to take part because routines are clear and coaches know them incredibly well. They settle quickly into their groups and move smoothly between activities. Children feel secure because coaches build warm relationships that help them trust adults and share how they feel. This is especially true for children with special educational needs and/or disabilities, those who are disadvantaged and those who are looked after.

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

Children enjoy a wide range of experiences that promote teamwork, confidence and social development. They listen to instructions, follow rules and show pride in their achievements. They practise new skills, such as by using equipment safely or designing creative projects. They persevere when tasks become challenging, showing great resilience. Children respond positively to staff encouragement and feel proud when they succeed in games such as laser tag and dodgeball.

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

Children belong because leaders ensure that every child is included. They learn alongside peers of different ages and needs. Skilled coaches anticipate when children may need extra help and step in sensitively, so children stay engaged. Children show kindness to one another, share resources and celebrate each other's ideas. They feel comfortable to ask for help and know that adults will respond quickly.

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

Children thrive because coaches create a safe, respectful and predictable environment. They understand expectations and respond well to reminders. Children feel safe to express their emotions and know that adults will help them manage difficult moments. They enjoy nutritious snacks, practise good hygiene and learn positive habits that support their wellbeing. Attendance is strong because families value the holiday activities and food programme and children are eager to return each day.

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

Children's uniqueness is celebrated. Coaches know children's personalities, interests and backgrounds incredibly well and use this knowledge to help them flourish. As a result, children experience a holiday club where they achieve, belong and thrive.

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Next steps

Leaders should reflect more deeply and critically, and gather children's views and experiences more consistently, using this feedback to shape inclusive decisions for the whole camp so that improvements have a wider, sustained and transformational impact across all groups.

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About this inspection

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

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Address:

Stanway Fiveways Primary School, Winstree Road Stanway Colchester CO3 0QG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Essex Professional Coaching 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

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

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

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