Cotgrave Kids Club

Cotgrave Kids Club

Unique reference number (URN): EY379988 Address: Candleby Lane School, Candleby Lane, Cotgrave, NOTTINGHAM, NG12 3JG Type: Childcare on non-domestic premises Registered with Ofsted: 06/08/2008 Registers: EYR, CCR, VCR Registered person: Cotgrave Kids Club Committee

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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 demonstrate excellent behaviour and show a clear understanding of the club's high expectations and routines. This begins from the moment they are collected from school. Children hold their friends' hands as they walk safely from school to the club, chatting about their day. On arrival, children hang their coats and bags on their pegs and line up to wash their hands without being asked. Children are well informed about the importance of good hygiene practices. Staff form strong bonds with children from the outset, helping them to feel safe and secure. Children know that staff are always on hand to support them when needed. Children make artwork for staff, seek them out for hugs and share their thoughts during conversations.

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Behaviour, attitudes and establishing routines Strong standard

Children's voices are well represented within the club. Staff plan a broad range of exciting experiences that reflect children's interests. Children display extremely positive attitudes, showing high levels of concentration and enjoyment. Children of all ages play harmoniously together and readily invite others to join their activities. They are polite, respectful and considerate of others. For example, children hold the door open to let their friends pass. Staff support children with turn-taking through a clear system, where children add their names to a list to understand when it is their turn.

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Behaviour, attitudes and establishing routines Strong standard

The club promotes punctuality and positive attendance. There are clear procedures in place to monitor children's attendance, and staff recognise the importance of addressing any emerging gaps promptly.

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Children's welfare and wellbeing Expected standard

Children show high levels of emotional wellbeing at the club. They are curious learners and confident communicators. Children express that they enjoy taking part in activities provided by staff, such as painting, reading books and playing football outdoors. They clearly enjoy attending and flourish at the club. Children have secure relationships with staff and are confident to ask for help and support when needed. Staff are kind and caring. They offer comfort to children who become upset and suggest time outdoors in the fresh air to help lift their mood.

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Children's welfare and wellbeing Expected standard

Children enjoy healthy snacks as they socialise with their friends. There are effective systems in place to ensure that children are only offered food appropriate to their individual needs and dietary requirements. This supports children's good health. Leaders recognise that improvements are needed during snack time and have begun to adjust routines. However, the impact on children has not yet been fully considered. Although children are safe and socialise with their friends, staff do not consistently sit with and engage children during snack time. This does not develop children's social skills and understanding of healthy lifestyles through meaningful conversations further.

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Inclusion Expected standard

Staff take a sensitive approach to inclusion across the provision. They find out about children's needs and interests, when they start, and use this information to help children settle into the club by planning activities they will enjoy. Staff continue to build on this knowledge by spending time talking with children and engaging in meaningful conversations. Where children with special educational needs and/or disabilities require additional support to access activities and experiences, staff work in partnership with parents and carers.

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Inclusion Expected standard

Staff make reasonable adjustments at the club, such as using visual routine boards to help children understand what is happening now and what will happen next. Staff also work in purposeful partnership with the schools children attend. They keep children's progress and the impact of support under regular review and adjust approaches, where needed, to ensure consistency. For example, when children are secure and settled with routines, visual boards are no longer required and alternative communication methods are introduced.

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Inclusion Expected standard

Staff thoughtfully include experiences that help all children to understand religions, languages and cultural events that are meaningful to staff and their friends. For example, they plan enjoyable activities, such as arts and crafts and food tasting, to help children to experience different cultures. Staff would benefit from further training to strengthen the support for children with additional needs.

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Leadership and governance Expected standard

Leaders demonstrate an understanding of the setting's context. They are clear about the club's strengths and take action to address areas requiring further development. For example, leaders skilfully involve parents, staff and children in sharing their views to adapt the environment and resources for different age groups. Leaders and staff have enhanced the outdoor area to provide greater challenge and stimulation for older children. Children share their views enthusiastically with many saying the new football pitch is their favourite feature of the club. Honest reflection enables leaders and staff to work collaboratively on areas for further improvement.

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Leadership and governance Expected standard

Close working relationships with parents and carers and the school are well established. For instance, key staff collect younger children from a designated area within the school. While children sit at tables with their friends, staff use this time to speak with teachers about any important updates or changes.

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Leadership and governance Expected standard

Leaders support staff's wellbeing through regular check ins. Staff report that they feel valued and well supported at the club. They take part in training to help keep children safe. However, leaders have not yet fully embedded a culture of continuous professional development to ensure that staff further develop the skills and knowledge needed to meet individual children's needs effectively.

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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

Staff create an engaging environment that encourages children to play and explore. Children arrive with a buzz of enthusiasm and confidence as they quickly settle into their chosen activities. Staff carefully consider children's interests and individual personalities to ensure that there are plenty of opportunities for them to choose and fully engage with. They provide quiet spaces for children who need time to rest after school and enjoy reading books independently. Staff implement strategies to support children's individual needs, such as

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About this setting

Unique reference number (URN): EY379988 visual routine boards and communication books. All children feel comfortable, safe and secure at the club. They display a deep sense of belonging.

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About this setting

Staff are positive role models and join in children's play. Children concentrate while creating artwork using paints. They confidently show visitors their work and talk about the ombré patterns they have created. When the activity is finished, children volunteer to help clean the paint pots. Staff give children a sticker when they have finished to recognise positive and kind behaviour, which boosts children's self-esteem.

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About this setting

Children enjoy physical games outdoors during every session. Staff are deployed effectively to support children as needed and keep them safe. Children play team games, such as football, and cheer when their friend scores a goal. All children follow rules and boundaries consistently. Children write their names down to show they are waiting for a turn on the pool table or computer. Younger children have their own space, where they enjoy small-group crafting. They take pride in their achievements. Staff support children's personal, social and emotional development, helping to build their independence and curiosity. Children set up their own group games, such as matching pairs and counting, working collaboratively.

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Next steps

Leaders should consider the organisation of snack times to ensure that all children continue to benefit from high-quality staff interactions. Leaders should provide more targeted professional development support for all staff to further enhance their knowledge and skills to support children's individual needs.

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About this inspection

The inspector spoke with leaders, staff and parents 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:

Candleby Lane School Candleby Lane Cotgrave NOTTINGHAM NG12 3JG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Cotgrave Kids Club Committee

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Address:

Local authority: Nottinghamshire County Council

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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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