Kidz Zone Club Ltd

Further education and skills inspection report

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Apprenticeships Good Overall effectiveness at previous inspection Not previously inspected

p.1

Information about this provider

Kidz Zone Club Limited (Kidz Zone) is an independent training provider based in Leighton Buzzard in Bedfordshire. Kidz Zone was established in 2016 and began teaching apprenticeships in January 2022. Kidz Zone provides breakfast, after-school and holiday clubs for schools and nurseries. At the time of inspection, 41 apprentices were studying apprenticeship standards from level 2 to level 4. Most apprentices were studying level 4 sports coach. The remaining apprentices were studying level 3 early years educator, level 2 community activator coach, level 3 community sport and health officer, and level 3 team leader or supervisor. 32 apprentices are aged over 19. 25 to 27 June 2024

p.1

What is it like to be a learner with this provider?

Apprentices are highly motivated to learn new skills. They work hard and with great resilience to become thoughtful and respectful professionals. They work flexibly with a range of schools in different settings and quickly gain the confidence and respect of the children they work with. Employers and teachers value their skills highly and apprentices become established practitioners in their teams.

p.2

What is it like to be a learner with this provider?

Apprentices have a good understanding of how to promote an environment that includes and values the children they work with. Apprentices are good role models and support children to learn and thrive together. Early years apprentices design interactive and motivating activities for children with shorter attention spans. They encourage children to dig through sand for lettered pebbles during a phonics activity, providing a tactile and memorable way for them to learn.

p.2

What is it like to be a learner with this provider?

Apprentices’ behaviour and attitudes are very good. They are punctual when attending work and training sessions, and their attendance is high. Apprentices are courteous and polite, and work diligently. They show exceptional levels of care for the children they work with. Sports coaching apprentices support children with high needs to develop confidence during one-to-one and group football skills sessions. Apprentices provide a clear structure to the activities, marking the floor with coloured dots to provide fixed starting points for activities in response to children’s individual needs.

p.2

What is it like to be a learner with this provider?

Apprentices have a good understanding of how to keep themselves safe at work and in their personal lives. They understand well the risks associated with radicalisation, such as the rise in right-wing extremism among young people in their area. They know how to report their concerns.

p.2

better?

Leaders are passionate advocates for childcare and sports coaching. They have a good understanding of the challenges in their sector and the national requirement to care for children’s well-being and early years learning. Leaders have developed an ambitious curriculum to meet the lack of a qualified workforce. Leaders provide high levels of support for apprentices learning and working in this sector. Leaders have good communications with their employers, which include schools and other education and sport providers.

p.2

better?

Leaders have recruited highly experienced tutors, assessors and coaches. Staff use their expertise effectively to ensure that apprentices gain the skills they need. Early years tutors model best practice. This includes expecting apprentices to sit on the floor with children to help children take part in interactive games. Sports coaching tutors use their expert knowledge of children’s behaviour to effectively develop apprentices’ observation skills. This helps apprentices manage and de-escalate any challenging behaviours which children in their coaching sessions may show. 25 to 27 June 2024

p.2

3

Consequently, apprentices quickly gain knowledge and confidence with the children they work with.

p.3

3

Tutors use repetition and reflection to embed apprentices’ new learning effectively. Sports coaching tutors revisit key themes and use real scenarios in teaching sessions to encourage apprentices to carefully consider the safety of children in the activities which apprentices lead. As apprentices gain confidence, they develop risk assessments for physical sports activities, such as shot put. Early years tutors ensure that apprentices develop higher level thinking skills, such as reflection and synthesis. Apprentices use their knowledge of child development and apply their learning from practical activities to design creative ways to motivate children.

p.3

3

Tutors and assessors use assessment effectively. Early years tutors prepare precise and challenging assignments. Apprentices develop thorough, detailed evidence in portfolios. Tutors link apprentices’ work closely with the assessment criteria for their programmes. Early years apprentices swiftly apply their new skills at work using the early years learning framework confidently. This includes how apprentices can develop activities for children to gain the independence and resilience they need for starting school. As a result, apprentices make quick progress in their learning.

p.3

3

Apprentices are well prepared for their final assessments. Staff introduce apprentices for the end-point assessment from an early stage of their programme. Staff highlight particularly good pieces of work and undertake professional discussion in preparation for these final assessments. As a result, apprentices can accredit their skills.

p.3

3

Apprentices’ written work is of a good standard and improves over time. Staff provide effective feedback that enables apprentices to improve their written work and technical or theoretical understanding. Sports coaching apprentices’ reports are detailed and show how they have used theories of learning to plan, organise and lead gymnastic clubs in school holidays.

p.3

3

Leaders ensure that apprentices make satisfactory progress in developing and maintaining their existing English and mathematics skills. Teaching includes the development of technical language or sector-specific calculations, such as budgeting for team competitions. Tutors give apprentices detailed feedback on spelling and grammar. However, leaders have not yet ensured that the teaching of mathematics and English skills to those apprentices who need to complete their functional skills qualifications is effective. Leaders have not ensured that apprentices develop the skills required to pass their qualifications.

p.3

3

Leaders take great care in managing their staff. They recognise and understand the pressures of working in a challenging service. Leaders monitor staff work patterns closely to ensure that duties can be distributed fairly within the wider team, including for those with childcare responsibilities. Leaders maintain the emotional well-being of staff with frequent check-ins by managers, providing access to a well- being officer. As a result, staff feel very well supported by their managers. 25 to 27 June 2024

p.3

4

Leaders have put in place a rigorous process to improve the quality of their provision. Leaders set clear targets and timelines for achieving improvements. They reviewed and enhanced the courses offered after their detailed analysis identified why the first group of sports coaching apprentices did not complete their learning in the time planned. As a result, current apprentices are making good progress towards completing their programmes.

p.4

4

Leaders have established a valuable curriculum for the personal development of apprentices. Staff teach the programme throughout the year with highlighted themes such as the prevention of child sexual exploitation and promotion of human rights. Apprentices develop their knowledge of finance and budgeting, the risks of alcohol and drugs misuse, and healthy relationships. As a result, they know how to stay well by understanding the links between healthy lifestyles and good mental health.

p.4

4

Leaders and managers enable apprentices to benefit from enriching opportunities based around sport. Apprentices take part in fundraising and community events, such as a free community football project attended by local schools. However, too few apprentices take part in a range of experiences that teach them why it is important to contribute actively to society.

p.4

4

Too few apprentices have a good understanding of the broader career paths available to them should they wish to change their career path. Leaders have designed a careers curriculum that explains the broad range of roles available to apprentices in sports and education. This includes specialist sports coaching, journalism, and sport science. However, staff do not make clear to apprentices other work options available to them because of their good transferable skills.

p.4

4

Leaders are effectively supported and challenged by a new governing body. Governors are experienced and well qualified. They ensure that leaders fulfil their statutory responsibilities. Governors are fully aware of the strengths and weaknesses of the provider.

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.4

What does the provider need to do to improve?

 Ensure that careers advice and guidance include a broader range of roles outside sports and education that are available to apprentices because of the good transferable skills they have.  Ensure that apprentices use their skills and knowledge to benefit their communities, develop mutual respect and tolerance, and understand why it is important to contribute actively to society.  Ensure that apprentices develop the skills they need to pass their English and mathematics functional skills qualifications. 25 to 27 June 2024

p.4

Provider details

Address 5 Leck House 2–4 Lake Street Leighton Buzzard Bedfordshire MK17 8JY

p.5

Provider details

Principal, CEO or equivalent Scott Mccafferty

p.5

Provider details

Provider type Independent learning provider

p.5

Provider details

Date of previous inspection Not previously inspected

p.5

Information about this inspection

The inspection team was assisted by the head of quality, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. The inspection was carried out using the further education and skills inspection handbook and took into account all relevant provision at the provider. Inspectors collected a wide range of evidence to inform judgements, including visiting learning sessions, scrutinising learners’ work, seeking the views of learners, staff and other stakeholders, and examining the provider’s documentation and records.

p.5

Inspection team

Chris Bealey, lead inspector Ofsted Inspector Jaswant Mann Ofsted Inspector 25 to 27 June 2024

p.5

6

regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.6

6

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

6

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 .

p.6

6

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

6

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

p.6