School's Out Activities at Gosfield School

School's Out Activities at Gosfield School

Unique reference number (URN): 2788125 Address: Cut Hedge Park, Halstead Road, Gosfield, Halstead, Essex, CO9 1PF Type: Childcare on non-domestic premises Registered with Ofsted: 03/04/2024 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

Leaders establish a warm, positive environment. Staff have high, yet realistic, expectations for children's behaviour. Staff use highly effective techniques to manage transitions and keep children safe. Children listen well and follow instructions. They have impeccable manners and staff praise them for saying please and thank you.

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Behaviour, attitudes and establishing routines Strong standard

Staff engage children in meaningful conversation, showing genuine interest in their ideas and play. This helps children feel valued, listened to and confident to communicate with others. Adults encourage positive interactions and model kindness, sharing and taking turns, which supports younger children to build warm friendships and develop their social skills. For example, children take part in team sport activities, where older children support younger children to understand the rules and celebrate each other's personal achievements.

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Behaviour, attitudes and establishing routines Strong standard

Leaders support attendance with flexible arrangements that reflect families' circumstances. They monitor attendance closely and follow up any absences promptly. Relationships between staff and children are highly trusting, staff know children well and act quickly to reinforce the club rules. For example, children explain that 'being kind' means using kind words and not hurting others. All children understand the need to stop and listen if the whistle is blown as there maybe an emergency. Staff consider each child's age, stage of development and individual circumstances, when shaping expectations and adapting routines, so that children can meet the setting's expectations successfully.

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Children's welfare and wellbeing Strong standard

Leaders place children's welfare and wellbeing at the centre of the provision and create an environment, where children feel safe, valued and emotionally secure. Staff build trusting relationships with children and recognise when they need additional reassurance. Staff provide sensitive and individualised support for children, who need more time before re- joining activities. They know children extremely well and sensitively adapt their provision to meet the needs of the children in their care. This helps children with special educational needs and/or disabilities settle well and be included.

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Children's welfare and wellbeing Strong standard

Leaders have a robust set of policies in place that they regularly review and update in collaboration with the team. This ensures everyone has a clear understanding of procedures in place and provides children with consistent, predictable experiences. Children follow routines that are securely embedded in practice, helping them to feel safe, settled and emotionally secure.

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Children's welfare and wellbeing Strong standard

Children develop an understanding of their physical health, personal safety through consistent support from staff. Staff provide gentle reminders and practical help with care routines. They offer gentle reminders for children's self care, such as supporting children to apply sun cream, wear sun hats and drink regularly. They help children to recognise and respond to their own needs. Leaders plan activities that promote children's physical health through a variety of activities supported by specialist coaches. For example, trampolining and archery. Leaders provide a broad range of opportunities to promote children's physical

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Expected standard

health and wellbeing, including activities led by specialist coaches. For example, children develop their coordination, balance and physical confidence through trampolining and learn to manage risk safely through archery.

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Leadership and governance Strong standard

Leaders have a clear understanding of the strengths and areas for development within the provision and are committed to continually improving children's experiences. They regularly review the quality of the provision and use feedback from children, parents and the host school to inform future planning. Consistent routines, expectations and systems are well established across the camp, ensuring children experience a well-organised, purposeful and enjoyable provision.

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Leadership and governance Strong standard

Leaders maintain positive and effective relationships with parents and the host school. These partnerships support smooth arrangements and help leaders ensure activities reflect children's needs, interests and experiences.

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Leadership and governance Strong standard

Effective systems are in place to monitor and improve practice. Leaders undertake regular spot checks and provide staff with constructive feedback on the quality of interactions and their overall performance. They use this information to identify areas for development and provide targeted support, coaching and training where needed. Staff also benefit from role- specific training. Leaders have identified emotion training as an area for further development, to strengthen staff's understanding of how children's experiences can affect their well being and ensure they have appropriate strategies to support children effectively.

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Leadership and governance Strong standard

Leaders work closely with staff to reflect on practice through ongoing coaching, modelling and regular feedback. Staff speak positively about their roles and demonstrate a strong commitment to developing their practice. As a result, staff are well supported to provide consistent, positive and enjoyable experiences for children.

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Inclusion Expected standard

Leaders and staff typically get to know children well from the start. They gather detailed information from parents and/or carers, when children first begin attending, and hold further discussions to ensure they fully understand and can meet each child's needs. This enables staff to identify children, who may need additional support.

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Inclusion Expected standard

Leaders plan the environment and activities to meet the needs of all children. Staff deploy themselves effectively across the activities on offer, providing demonstrations, support and encouragement where needed. They encourage all children to participate, develop independence and approach new skills positively.

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Inclusion Expected standard

Staff support children to recognise and understand their feelings and emotions and encourage them to communicate their needs effectively. Children can access quiet spaces to calm and regulate their emotions, while adults provide sensitive support and discussion. Children are supported to return to the group, when they feel ready, helping them to feel secure and develop emotional resilience.

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Inclusion Expected standard

Leaders have knowledge and experience of supporting children with special educational needs and/or disabilities. They have practical strategies in place to meet individual needs and reduce barriers to participation and inclusion. For example, now and next boards support children's understanding of routines and expectations, visual timetables help children anticipate transitions and changes and sensory resources support children who may become overwhelmed. Leaders are working closely with the local authority to secure additional funding for future holiday provision. This will help to further reduce barriers to participation and inclusion, enabling disadvantaged children, including those with special educational needs and/or disabilities, to access the full range of experiences on offer.

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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 attend a welcoming and well-organised setting, where they show that they feel happy and secure. They quickly settle into the routines of the day. Staff create a warm environment, where children feel comfortable seeking help and support. Children feel they belong and develop positive relationships with staff and other children and build their social skills. They benefit from systems and care that help them thrive in a safe, nurturing and inclusive environment. Children respond positively to the clear rules and boundaries in place. They listen well and follow instructions, which helps to keep everyone safe.

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

Leaders provide a broad range of activities that reflect children's different interests and abilities, including team sports, large inflatable activities, forest areas and creative experiences. Designated spaces for younger and older children enable children to choose activities that are appropriate to their interests and stage of development. Adults encourage children to make choices, cooperate with others and take responsibility, supporting them to develop confidence, independence and positive relationships.

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

Children speak enthusiastically about their experiences and clearly value the opportunities available to them. They enjoy sharing their ideas and learning from one another; for example, younger children talk excitedly about a scavenger hunt planned by an older child. Older children are given meaningful opportunities to take on responsibility through a young leader programme, supported by a mentor. This enables children to develop leadership skills and confidence while making a positive contribution to the experiences of others. As a result, children enjoy a strong sense of belonging and benefit from an inclusive environment, where they can make choices, develop new skills and experience success.

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Next steps

Leaders should continue to work with external agencies and increase the access to funding, ensuring their service is available to more children, in particular children with special educational needs and/or disabilities and those who may face barriers to attendance and/or wellbeing.

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About this inspection

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

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About this inspection

We carried out this inspection under section 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:

Cut Hedge Park Halstead Road, Gosfield Halstead Essex CO9 1PF

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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 15

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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