Kicks and Tricks Rushmere

Kicks and Tricks Rushmere

Unique reference number (URN): 2744387 Address: Rushmere Sports Club, The Street, Rushmere St. Andrew, Ipswich, IP5 1DE Type: Childcare on non-domestic premises Registered with Ofsted: 09/08/2023 Registers: EYR, CCR, VCR Registered person: Kicks and Tricks 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 Expected standard

Staff create a friendly and supportive environment, which encourages children's creativity, exploration and confidence to challenge themselves.

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Behaviour, attitudes and establishing routines Expected standard

Children are incredibly happy and content in their play. They develop new friendships with gentle encouragement from staff, who instigate activities that children have a common interest in. Children are kind and use please and thank you, when working together to complete jigsaw puzzles. Staff provide meaningful praise for this act of kindness. This reinforces behaviours expected of them at the club.

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Behaviour, attitudes and establishing routines Expected standard

Staff successfully use strategies, such as visual timetables. These can help children, particularly those with special educational needs and/or disabilities, to swiftly understand daily routines and make informed choices. Consequently, children can regulate their emotions, ease anxieties and prepare themselves for changes during the day.

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Behaviour, attitudes and establishing routines Expected standard

New children benefit from a thorough and bespoke settling-in process. They consider information gathered before children start effectively, such as their likes and dislikes. When new children are a little unsure and quiet, staff are swift to respond and suggest activities they know are familiar and enjoyable to them. Children instantly feel safe and build fast, trusting attachments to their key persons. This encourages their attendance at the club.

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Inclusion Expected standard

Children with special educational needs and/or disabilities (SEND) receive the targeted support they require. Leaders and SEND support staff at the club and work with external professionals, such as the inclusion team in the local authority. This ensures the right support is in place for those children known (or previously known) to children's social care. Leaders support parents to access any appropriate funding available to them, which can increase the number of days they can attend.

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Inclusion Expected standard

Children, particularly, those with SEND or who speak English as an additional language, benefit from targeted interventions, such as visual aids to support communication. For example, visual flash cards help children to make independent choices and communicate their wants and needs. This ensures all children, including those with SEND, fully participate and enjoy their time at the club.

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Inclusion Expected standard

Children feel valued and included. They thrive on the opportunities to express their ideas through team sports. Children love drawing and colouring with high-quality resources. They relish learning art techniques modelled to them by their older peers. However, staff do not always fully consider the arrangement and accessibility of resources. For example, at times colouring activities are presented on high tables. This can hinder children's ability to fully engage in activities, and to independently reach resources, such as pens and paper comfortably.

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Children's welfare and wellbeing Needs attention

Overall, children's safety is promoted well. However, on occasion staff do not notice some potential risks to children's welfare at the club. These hazards are immediately removed by leaders once brought to their attention.

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Children's welfare and wellbeing Needs attention

Leaders and staff support children to understand about healthy food choices, rest and exercise. However, staff do not ensure that fresh drinking water is always available and easily accessible to children, to promote their health and independence.

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Children's welfare and wellbeing Needs attention

There are some inconsistencies in the organisation of older children's mealtime routines. For example, seating arrangements do not consistently mean older children remain seated while eating. This means younger children are not consistently watching and learning appropriate and expected table manners.

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Children's welfare and wellbeing Needs attention

Children let staff know they need to go to the toilet. This effective routine, alongside the walkie-talkies staff use to communicate, means staff always know exactly where children are. This ensures their safety and welfare.

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Children's welfare and wellbeing Needs attention

Staff skilfully help children recognise, express and manage their emotions. They realise that some children, particularly those who may have special educational needs and or/disabilities, can feel overwhelmed at times. A cosy space is available for children to freely access and has lots of sensory toys. It can provide a sense of secureness and promote their emotional wellbeing, during times of dysregulation.

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Leadership and governance Needs attention

Leaders create a culture of reflection, collaboration and dedication to children and families. Leaders have a broad understanding of the club's strengths and areas of development. However, there is not sufficient supervision of staff and monitoring of staff practice so that leaders can identify areas of improvement. For example, leaders do not ensure that managers and staff are noticing potential risks, such as children kneeling on chairs to reach resources. Although, when staff are alerted to potential risks, they immediately respond and reduce the possible hazard from occurring.

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Leadership and governance Needs attention

Staff regularly share information with parents about their children's achievements and progress at the club. Parents express how their children look forward to attending and enjoy the wide variety of sports and fun activities available to them. Parents appreciate how leaders go above and beyond to guide and support them with accessing funding available to them.

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Leadership and governance Needs attention

Leaders implement individual plans and provide staff with appropriate training to meet the specific needs of all children, including those with special educational needs and/or disabilities, or other recognised barriers to their learning. Staff love their job. They say they are supported by leaders and managers. They comment on the open-door policy and say how leaders and managers always meet their needs.

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Compulsory Childcare Register requirements

This setting has not 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 not 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 consistently display high levels of energy and enthusiasm while playing safely and securely at this multi-activity camp. Upon arrival, children immediately feel valued and comfortable in their environments, when fun-loving and genuinely caring staff greet children by name.

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

Leaders have a broad understanding of the club's strengths and weaknesses. They demonstrate professionalism and positive attitudes to continuously improving the service they provide. However, leaders are not monitoring staff performance closely enough to ensure the club's own policies and procedures are diligently followed. This means that staff are not ensuring children's welfare and wellbeing needs are continually being met to a high standard.

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

Robust and bespoke settling-in procedures are in place. Leaders and staff gather specific knowledge about individual children from parents, and any other professionals working alongside children. This is used to ease transitions. For example, new children settle swiftly with a comfort toy from home that staff know can relieve children's anxieties. Visual timetables are in place to help children, particularly those with special educational needs and/or disabilities, to understand daily activities, make choices and establish routines efficiently.

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

Children know the main priorities while at camp are to keep safe and have lots of enjoyment. This is reiterated and explained clearly to children by staff at morning meetings. Children share their understanding of the rules and talk about being kind to others and asking staff's permission to use the toilet.

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

Children talk openly and excitedly about their own artwork and that of their peers. Staff make strong use of praise to celebrate children's achievements to help boost their confidence and self-esteem. Children develop healthy lifestyles and thrive in the fresh air, while participating in a wide variety of daily sports activities outdoors. Activities offered are always meticulously risk assessed and appropriate to individual children's age and stage of development.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure fresh drinking water is always available and accessible to children 20/02/2026

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Action Completion Date

strengthen staff supervision and monitoring systems to ensure that all staff understand their roles and responsibilities and implement the setting's policies and procedures consistently 05/03/2026

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Address:

Rushmere Sports Club The Street, Rushmere St. Andrew Ipswich IP5 1DE

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Action Completion Date

ensure staff remain vigilant, recognise potential risks, and take prompt action to reduce or remove hazards, to keep all children safe 05/03/2026

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About this inspection

The inspector spoke with leaders, managers, staff, children, parents and the special educational needs coordinator 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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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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