School's Out Activities at Colchester County High School

School

Unique reference number (URN): 2837204 Address: Colchester County High School for Girls, Norman Way, Colchester, CO3 3US Type: Childcare on non-domestic premises Registered with Ofsted: 04/04/2025 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 play in a very calm and harmonious atmosphere. They are welcomed by staff who take time getting to know them well. There is a sense of family and of belonging in the club. Children are aware of the expectations and store their personal belongings before chatting with their friends or engaging in a chosen activity. They play in an inclusive environment that is designed to ensure all children can participate fully. Children come together in groups for morning registration. They receive gentle reminders about the day's timetable, activities and the routines of the day. Staff also explain the expectations and rules to keep everyone safe and happy. Children are very familiar with these consistent routines. All children, particularly the youngest attending, receive excellent support from attentive staff. Children's behaviour is exemplary. This is because staff are very mindful in their approach and take account of

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Behaviour, attitudes and establishing routines Strong standard

children's ages, circumstances and development, when supporting them and their behaviour.

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Behaviour, attitudes and establishing routines Strong standard

A highly effective and meaningful key-person system is embedded in practice. This means young children form close bonds with a familiar and trusted staff, who guide and support them. Staff provide opportunities for children to sit, relax and regulate their feelings, such as they provide quiet and calm spaces. Leaders and staff support children to manage their feelings and emotions, They help them to understand the impact some behaviour has on others. Leaders prioritise attendance to ensure children's wellbeing and participation.

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Children's welfare and wellbeing Strong standard

Children have a variety of opportunities to engage in physical activities. For example, they use large inflatables for jumping and bouncing. Children participate in team games in the sports hall. Children can participate in dance or drama classes to keep active. Children relish their time in daily opportunities to join swimming sessions in a well-supervised and safe environment. These opportunities keep children engaged and provide opportunities to keep them physically active and healthy. While staff organise a variety of structured physical activities, they also provide children with quiet comfortable spaces for those who prefer. For example, children show patience and resilience as they work together to make large structures using construction. They can sit quietly and make creations as they use a wide range of creative materials.

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Children's welfare and wellbeing Strong standard

Children demonstrate positive attitudes to healthy lifestyles as they enthusiastically come together at lunchtime. They sit with their friends and happily chat with them and staff about their day. Staff supervise children during mealtimes and are vigilant for those with allergies or dietary needs. Children are very aware of the importance of washing their hands before eating and they confidently take care of their personal needs.

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Children's welfare and wellbeing Strong standard

Children fully understand the club's rules, which are consistently embedded in practice. There is a deep culture of respect between staff and children. Children's emotional wellbeing is a priority. They have established secure relationships with the team of staff. Children receive encouragement to communicate their feelings and emotions. They thrive in this caring and inclusive environment. Staff are positive role models. They use practical strategies to support children to regulate their feelings. Staff are patient and give children time if they struggle to join in, offering gentle reassurance, persuasion and support. Staff use calm spaces, including a cosy tent, to help children to manage their emotions and feel secure.

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Inclusion Strong standard

Leaders are committed to ensure an inclusive environment, where all children can fully participate and are welcomed. There is a deep culture of respect. Leaders are passionate to include parents and carers in a collaborative approach in caring for and supporting their children. For example, leaders promote a variety of ways in which they communicate with parents. An informative website is used for parents to register their child's attendance. Daily conversations take place as children arrive and on collection. Leaders display meaningful information for parents, including the club's activities and expectations. They collect information in comprehensive all-about-me forms for each child. Further discussions take place, if appropriate, to ensure staff are fully aware of any individual specific needs, abilities and cultural backgrounds regarding a child's care. This means leaders and staff respond effectively. It also ensures appropriate support is in place and continuity of care for children.

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Inclusion Strong standard

Leaders work hard to establish positive partnerships with parents. Leaders promote highly effective means for communication. Parents speak highly of the club. Many say their children excitedly return each school holiday. Parents comment that staff are friendly and feel reassured that their children are in a safe environment. Staff identify children who may need additional help, such as younger children attending, or those with special educational needs and/or disabilities or those who may face barriers to engagement and/or wellbeing. They make responsive changes in routines, such as two lunch sittings. This means early years children do not feel overwhelmed and receive appropriate attention. Leaders are committed to positively supporting local government initiatives. This means children who may be socially isolated or risk inactivity can fully participate in enriched physical activities. This enhances children's wellbeing and ensures they receive nutritious meals and snacks

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Inclusion Strong standard

during school holidays. Leaders use any additional funding children may receive appropriately to ensure a positive impact on outcomes.

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Leadership and governance Strong standard

Leaders demonstrate an excellent commitment and passion to providing children with a fun, inclusive and safe environment where they can thrive. Leaders maintain a robust overview of all aspects of the daily provision and practice. This is achieved through an established culture of evaluation regarding all aspects of the club and ensures consistency and accountability. Leaders are highly responsive to feedback and areas highlighted to develop further. They take swift action to make improvements as they strive for excellence. Efficient systems are in place, enabling leaders to respond promptly to any issues that arise and ensure the club runs efficiently. This includes implementing highly effective procedures and strategies to support children with special educational needs and/or disabilities and those who are disadvantaged.

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Leadership and governance Strong standard

A robust recruitment process ensures children are cared for by staff suitable for their role. Leaders support new members through a thorough induction process to ensure they are prepared and confident in their role. Leaders encourage and motivate staff to further develop their skills through regular training opportunities. Staff speak positively of their time at club and say their welfare is considered and there is a positive focus on supporting their professional development. As a result, leaders retain committed staff who return each year. This provides children who regularly attend with familiar faces and continuity.

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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 happy and with enthusiasm to start their day. They leave their parents and carers with ease as they are warmly greeted by kind and attentive staff, who know children well. Children in the early years and new children attending for the first time receive very effective support. The highly effective key-person system in place ensures the youngest children quickly establish trusting bonds with staff. They settle quickly, gain confidence and become familiar with the expectations of the club. Children receive gentle guidance and reassurance as they learn the routines of the day. All children thrive and there is a harmonious atmosphere throughout the day.

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

The variety of robust systems in place ensure staff have a secure knowledge and appropriate information regarding children's unique needs and abilities. This includes comprehensive information gathered for those who may have barriers to their engagement or wellbeing. This is achieved through a meaningful registration process and opportunities for parents to discuss their child's individual needs before they attend. This means staff can effectively support children from the first day.

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

Children have immense fun participating in a wide range of activities. These include lots of physical play, which includes daily swimming sessions. Children talk with enthusiasm about their time in the pool and how this is a favourite activity. Children listen intently to the guidance and rules of activities provided to ensure their safety. Children also have an exciting variety of craft activities. For example, they grow seeds in pots to take home. Children guess what they may look like when they bloom. They paint their predictions of the flowers that will grow and enjoy the praise and recognition they receive for their creations.

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

Children play well together and form friendships with others attending. Older children who join the 'next generation' group delight in having opportunities to help staff. For example, when needed, they guide and support the younger children attending. They show kindness toward one another, explain what is happening and help them to settle and enjoy their time

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Address:

Colchester County High School for Girls Norman Way Colchester CO3 3US

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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:

Register(s): EYR, CCR, VCR at club. Leaders are aware of the importance of attendance of those children booked to attend the club. They follow the systems in place and work in partnership with parents and the schools children attend to ensure children's attendance and wellbeing.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's engagement and wellbeing.

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About this inspection

The inspector spoke with leaders, staff, parents and carers 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. 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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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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