Ultimate Activity Camps at New Hall School

Ultimate Activity Camps at New Hall School

Unique reference number (URN): 2832236 Address: New Hall School, The Avenue, Boreham, Chelmsford, CM3 3HS Type: Childcare on non-domestic premises Registered with Ofsted: 06/03/2025 Registers: EYR, CCR, VCR Registered person: The Ultimate Activity Company 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

Leaders and instructors set clear expectations for children's behaviour and routines. Children listen well, follow instructions and show excellent manners. They demonstrate respect for instructors and peers, hold doors for others and contribute positively to group tasks. When children struggle, instructors intervene calmly and help them regulate, ensuring they rejoin activities quickly. Instructors go through activity rules and general camp rules with all children regularly. Children confidently share what they remember with the group, such as remembering to be kind and how to use equipment safely.

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Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes to learning. They enjoy voting on ideas, collaborating on projects and sharing their suggestions. They demonstrate enthusiasm during physical activities and respond well to encouragement. Instructors listen to children's ideas, such as when they want to make flags for the pirate ship. They praise them often for achievement and great behaviour. Children say they feel safe and know who to speak to if they are worried.

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Behaviour, attitudes and establishing routines Expected standard

Children typically manage transitions well, and routines generally run smoothly. They show resilience and confidence when trying new activities and respond positively to clear instructions. Children typically remain engaged, although waiting times between activities occasionally reduce motivation, particularly for older children. During quieter days, activities are not consistently adapted to meet the needs of mixed age groups and older children are less motivated to participate.

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Behaviour, attitudes and establishing routines Expected standard

Attendance is strong and families value the camp's supportive environment.

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Children's welfare and wellbeing Expected standard

Children say they feel safe and emotionally secure at the camp. Instructors respond sensitively when children arrive upset or anxious, offering reassurance and helping them settle. Children demonstrate strong awareness of safety routines, including fire drills, hydration and sun protection. They manage their own safety well and follow instructions confidently. Policies are implemented consistently, and leaders maintain oversight of safeguarding practice across the camp.

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Children's welfare and wellbeing Expected standard

Healthy routines are embedded. Children wash their hands before snack, choose nutritious foods and show pride in their healthy options. Instructors check lunchboxes for allergens, supervise eating and remind children about safe food practices. Conversations at snack time are positive and help children feel relaxed and included. Children discuss how some people can be allergic to nuts and understand why they cannot bring them to the camp.

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Children's welfare and wellbeing Expected standard

Children's uniqueness is valued. Instructors get to know children that attend regularly well and understand their interests and preferred routines. They adapt support for children with special educational needs and/or disabilities, including sensory needs, emotional regulation and physical considerations. Collaboration during activities helps children build confidence and children who struggle with social interactions are developing social skills. Friendships flourish between children and they show kindness and consideration to others. Children typically thrive during the well structured days. They show enthusiasm, independence and enjoyment.

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Inclusion Expected standard

Leaders take a structured approach to inclusion and gather detailed information from parents before children attend. This enables instructors to generally understand children's needs, anxieties and any additional support required.

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Inclusion Expected standard

Leaders regularly review information for children with special educational needs and/or disabilities (SEND) to ensure it is up to date. They have strengthened adjustments across camps to ensure children's needs can be met. For example, access to quiet rooms, tailored transitions and sensitive reassurance for children who need time to settle are provided. Leaders usually provide instructors with full information about the individual needs of key children, including any adjustments needed, so that instructors can plan accordingly. However, this is not consistent, particularly when children have a different instructor for the day.

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Inclusion Expected standard

When they know the needs of the children, instructors typically remove barriers well for children with SEND. They know what may trigger children that attend regularly and offer calm support when children are upset, to help them re-join activities confidently. Children with temporary barriers to participation, such as anxiety or difficulty separating from parents, receive consistent reassurance that helps them settle quickly. Generally, children are supported to access all of the facilities and overcome any challenges they might have. Leaders work with parents when children find it difficult to engage with the camp rules. They agree strategies to support children and ensure they remain fully engaged.

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Leadership and governance Expected standard

Leaders demonstrate a good understanding of the camp's context and the needs of the children who attend. They maintain positive relationships with instructors and provide clear expectations for safeguarding, behaviour and daily routines. Leaders use parent surveys, seasonal reviews and accident analysis to evaluate practice and plan improvements. They have introduced new training modules to support children with special educational needs and/or disabilities (SEND) and strengthened reasonable adjustments across camps.

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Leadership and governance Expected standard

Procedures for safe recruitment are implemented robustly. Leaders use a dedicated recruitment team and complete thorough vetting. They ensure instructors receive safeguarding, behaviour and activity-specific training. Induction training includes risk assessment and site familiarisation. Leaders provide ongoing feedback to instructors through check-ins, observations and coaching.

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Leadership and governance Expected standard

Partnerships with parents are positive. Leaders gather detailed information before children attend, manage anxieties sensitively and communicate clearly about children's health, allergies and wellbeing. Leaders promote wellbeing across the camp. They share resources with parents, including guidance from Young Minds, nutrition information and webinars about children's worries. They review the needs of children with SEND between seasons and adapt provision accordingly. Children typically enjoy the camp, though leaders have not fully considered the impact of quiet days on older children. Activities are not consistently adapted to sustain engagement across mixed age groups, and instructors are not always fully prepared for children's needs when groups merge.

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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 to a warm, friendly environment where instructors greet them positively and help them settle into the day. Most children show confidence and enthusiasm, and they enjoy the wide range of activities available. They develop independence as they move between spaces, manage their belongings and make choices about how they participate. Children with special educational needs and/or disabilities are typically supported well, particularly when instructors know their needs, behaviours and routines. When children struggle to listen, instructors respond sensitively and help them return to the group.

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

Children develop a sense of belonging because relationships between instructors and children are generally secure. Children say they feel safe and know they can speak to instructors if they are worried. They show kindness to one another, share resources and collaborate well during group tasks. Snack times promote healthy habits, with instructors checking lunchboxes for allergens, encouraging nutritious choices and supervising safe eating routines.

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

Children thrive when routines run smoothly. They demonstrate excellent manners, listen carefully to instructions and show pride in their achievements. During den building, children vote for their favourite idea and work together to create a pirate ship. They share imaginative ideas and respect each other's contributions. Children typically show enthusiasm and confidence when trying new activities and enjoy opportunities to work together and solve problems. Overall, children experience a positive, welcoming camp where they are safe, valued and well supported.

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Next steps

Leaders should make all staff aware of children's additional needs in advance to ensure provision is consistently inclusive. Leaders should ensure that planned activities consistently meet the needs of older children attending the club, especially on quieter days.

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About this inspection

The inspector spoke with leaders, instructors, the special educational needs coordinator, 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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Address:

New Hall School The Avenue, Boreham Chelmsford CM3 3HS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Ultimate Activity Company Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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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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