Allstar Community Academy - The Activity Club Beaulieu Park 2Ofsted report card, 1 Oct 2026

Beaulieu Park 2

Unique reference number (URN): 2803888 Address: The Beaulieu Park School, Remembrance Avenue, chelmsford, CM1 6DT Type: Childcare on non-domestic premises Registered with Ofsted: 06/09/2024 Registers: EYR, CCR, VCR Registered person: The Allstar Community Academy 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 feel safe, happy and secure in this welcoming setting. Staff and leaders establish clear and consistent routines that children understand and follow confidently. Expectations for behaviour are age-appropriate, well embedded and consistently reinforced by staff. As excellent role models, staff provide nurturing support and reassurance, helping children to understand and meet these expectations. As a result, children behave exceptionally well and follow instructions with confidence. They demonstrate high levels of respect, kindness and consideration towards both their peers and adults.

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Behaviour, attitudes and establishing routines Strong standard

Staff skilfully support children's social development through meaningful interactions and purposeful play experiences. For example, during a restaurant-themed, role-play activity, staff encourage younger children to cooperate, take turns and share resources with their peers. Through engaging conversations and thoughtful questioning, staff motivate children to take an active role in their play and extend their ideas. This helps children to develop positive social skills, strengthen their ability to work collaboratively and build meaningful friendships. Consequently, children are highly motivated and eager to engage in the wide range of activities available. They demonstrate high levels of concentration and enjoyment as they explore pumpkins and sensory trays filled with colourful rice and leaves, and carefully draw scarecrows with increasing precision and control.

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Behaviour, attitudes and establishing routines Strong standard

Staff are highly responsive to children's individual needs. They adapt their interactions effectively to provide appropriate support and guidance. Staff help children to understand the impact of their actions and encourage them to make positive choices. This consistent approach supports children to develop emotional resilience and confidence, and regulate their feelings.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have established rigorous and effective systems to monitor children's attendance and punctuality. They work closely with parents and carers, and schools to promote regular attendance and ensure children benefit fully from the provision. Children thoroughly enjoy attending this unique and stimulating setting because they feel valued, included and well supported. As a result, they engage enthusiastically in their play and make the most of the rich experiences available to them.

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Children's welfare and wellbeing Strong standard

Children flourish in this warm, nurturing and highly supportive environment. They feel safe, valued and respected. This enables them to settle quickly and develop a deep sense of belonging. For example, younger children who are new to the setting are thoughtfully paired with older children. This helps them to build confidence, develop friendships and feel secure in their new surroundings. Well-established routines further support children's emotional security and independence. This enables them to move confidently through the session and make informed choices about the activities they would like to explore.

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Children's welfare and wellbeing Strong standard

Children develop a secure understanding of healthy lifestyles and how to keep themselves safe. During mealtimes, they independently follow the setting's hygiene routines and make healthy food choices. Staff further promote children's understanding of healthy eating through meaningful discussions about favourite foods and the benefits of making nutritious choices. Children also demonstrate a deep awareness of personal safety. For instance, when accessing the playground, they confidently follow the setting's expectations for using the stairs safely and responsibly. As a result, children learn how to manage risks appropriately and keep themselves safe.

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Children's welfare and wellbeing Strong standard

Children form warm and trusting relationships with staff, who know them well and provide consistent encouragement and support. For example, when children return from choir club, attentive staff encourage them to talk about their experiences and proudly share what they have learned. Children are even invited to perform for their peers. This provides children with valuable opportunities to express themselves creatively and celebrate their achievements. These experiences help to build children's confidence, self-esteem and communication skills. As a result, all children, including those who may face barriers to learning, develop secure emotional resilience, increasing confidence and positive attitudes towards themselves and others. Children are happy and engaged learners, who thrive in this highly inclusive and supportive environment.

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Inclusion Strong standard

Leaders and staff are highly skilled and experienced. They implement effective systems and work proactively with parents and carers, and other professionals to develop a thorough understanding of each child's individual needs. Before children join the setting, leaders prioritise meeting with families to gather detailed information about children's strengths, interests, preferences and developmental needs. This enables staff to plan effectively from the outset and establish clear outcomes that support every child's engagement. Through ongoing professional development, staff are well equipped to identify children's emerging needs and provide timely support and targeted interventions for children with special educational needs and/or disabilities (SEND). For example, children who are initially reluctant to communicate in social situations develop increasing confidence and self- assurance. This enables them to express themselves more freely within this warm and

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Inclusion Strong standard

nurturing environment. Leaders and staff ensure that school's support plans are implemented consistently and effectively. This helps children with SEND to settle quickly and make meaningful progress towards their individual targets. Staff make thoughtful adaptations to the environment and provide resources that are appropriate, accessible and tailored to children's needs. Inclusion is at the heart of the setting's practice. Leaders and staff demonstrate an unwavering commitment to ensuring that every child can participate fully and succeed. By working closely with families, the school and other professionals, staff create a highly nurturing and supportive environment. Children feel valued, understood and respected. As a result, barriers to their engagement and wellbeing are significantly reduced. This enables all children to thrive, achieve their potential and experience success.

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Leadership and governance Strong standard

Leaders are highly ambitious, reflective and committed to continuous improvement. They have a clear vision for the setting. Leaders take purposeful action to ensure that all children benefit from rich, meaningful and engaging experiences. Staff fully embrace this vision and demonstrate a shared commitment to achieving the best possible outcomes for children. They work tirelessly to create an environment, where children's voices are valued and respected. For example, staff listen carefully to children's ideas and interests. They ensure children play an active role in shaping activities and experiences that reflect their needs and preferences.

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Leadership and governance Strong standard

Leaders foster a positive, inclusive and supportive culture, where all staff feel valued, respected and empowered in their roles. Staff benefit from regular supervision meetings, constructive feedback and a wide range of professional development opportunities that continually strengthen their knowledge and skills. They speak highly of the setting and report high levels of job satisfaction, recognising the emphasis leaders place on staff wellbeing and professional growth. For example, leaders provide thoughtful guidance and support for less- experienced staff. For example, they help them to gain relevant early years qualifications and to develop confidence in their professional practice.

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Leadership and governance Strong standard

Leaders have established effective partnerships with parents and carers. They work collaboratively with families, offering guidance, support and practical strategies to help overcome any barriers to their engagement and wellbeing. Partnerships with school leaders are equally robust, ensuring a consistent and coordinated approach to meeting children's individual needs. As a result, children benefit from seamless support between home, school and the setting. This contributes positively to their wellbeing and overall development.

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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 are extremely happy, settled and secure in this setting. They arrive with smiles on their faces and confidently place their belongings in designated areas. Children are eager to begin a session filled with engaging and stimulating experiences. They benefit from a calm and well-organised environment that has been thoughtfully designed to meet their individual needs and interests. Children with special educational needs and/or disabilities are fully welcomed and included. They develop warm and trusting relationships with staff, who know them well and ensure they feel valued and supported.

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Inspector:

Anca Sandu Children receive encouragement from attentive staff to make independent choices about their learning and play. For example, children who choose to access the large outdoor playground confidently follow the setting's routines and boundaries. They demonstrate a deep understanding of how to keep themselves safe. Children show high levels of enthusiasm and engagement as they explore a range of themed activities. During a sensory activity, children use coloured rice, bowls and utensils creatively while investigating natural materials. Children quickly start to compare and identify the largest leaves, supported by skilled staff, prompting discussion and critical thinking. As children become deeply immersed in the activity, they consolidate previously learned knowledge. They also acquire new vocabulary and information, including the names and characteristics of different trees. This supports children's independence, communication skills and positive social interactions.

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Inspector:

Children feel safe and confident in this nurturing environment. They form positive relationships with both their peers and staff. Children interact with kindness, respect and consideration. During activities, children cooperate well, share resources willingly and work together successfully. They follow agreed expectations during imaginative and role-play experiences. Children demonstrate resilience and perseverance, when faced with trickier tasks. Attendance is robust, and many children are reluctant to leave at the end of the session because they enjoy their experiences so much. As a result, all children benefit from the rich range of opportunities available. This helps them to develop a deep sense of belonging and a highly positive attitude towards learning.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards, focusing on creating a transformational impact on the outcomes and experiences of all children.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs and/or disabilities coordinator 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:

The Beaulieu Park School Remembrance Avenue chelmsford CM1 6DT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Allstar Community Academy Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 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. 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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