Kids Choice Fen Drayton

Kids Choice Fen Drayton

Unique reference number (URN): 2857529 Address: Fen Drayton Cp School, Cootes Lane, Fen Drayton, Cambridge, CB24 4SL Type: Childcare on non-domestic premises Registered with Ofsted: 02/09/2025 Registers: EYR, CCR, VCR Registered person: Kids Choice 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

Children demonstrate positive behaviour and attitudes, when attending the club. Relationships between staff and children are warm and trusting. Children respond well to any adult interactions and understand what is expected of them. They demonstrate friendly and respectful behaviour towards adults and children of all ages. Children use positive manners. They share resources and take turns in activities, with older children providing good role models for the younger children. Staff are attentive to any potential disputes and take swift action to help children regulate their emotions. Children understand and follow the rules. For example, they know they must wait for staff before venturing outside.

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Behaviour, attitudes and establishing routines Expected standard

Children are independent. They manage snack time independently, preparing food and placing any rubbish in the bin when finished. Children demonstrate a clear focus on activities they enjoy, such as drawing and building with small construction resources. Leaders work effectively to reduce barriers to attendance by building positive relationships with families and school staff. They offer a flexible booking system to support families differing needs for care.

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Children's welfare and wellbeing Expected standard

Relationships between staff, children and parents and carers are positive, with attachments being secure and trusting. The club offers children a welcoming space to spend their time after school. Children can enjoy time to socially interact, engage in large physical activities outside and have the freedom to embrace activities that they self-choose. This creates a positive atmosphere and helps children to feel safe and secure.

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Children's welfare and wellbeing Expected standard

Staff establish clear routines with children so that they know what is happening next. Children understand and follow these with ease. The key-person system is effective and helps children feel confident to express their feelings and thoughts. Staff have a secure understanding of each child's individual needs, preferences and routines. This helps to support a smooth transition from school to the club when children start and throughout their time in the club.

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Children's welfare and wellbeing Expected standard

Children are offered a variety of healthy snacks. They spend daily time in the fresh air and have many opportunities to develop their large physical skills outdoors. This contributes to developing their knowledge around healthy lifestyles. However, water, especially at mealtimes, is not routinely provided. Children know they can access their own water bottles from their bags during the session but rarely did so during the inspection. Staff do not routinely encourage this to ensure children remain hydrated. Staff remind children how to keep themselves safe, such as when they are using outdoor physical equipment. This helps children to manage their own personal safety.

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Inclusion Expected standard

Leaders promote an inclusive culture at the club. Staff work closely with parents and carers and the host school from the start. They take time to find out about children's personalities. Staff gather relevant information about children's individual needs and development. This helps to welcome all children to the club and quickly identify those children who may require additional support so that their needs can be responded to appropriately.

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Inclusion Expected standard

Staff know the children in the club well. They monitor their wellbeing closely and sensitively adapt their approach to managing and supporting children's different feelings and emotions. This helps children to feel safe to express themselves and feel valued in the club.

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Inclusion Expected standard

Leaders are well experienced and trained in supporting children with special educational needs and/or disabilities and understand the procedures for supporting children during their time in the club. They are confident to make appropriate adaptations to support children who may face barriers to learning. There is constant communication with teachers from the host school about children in their care. Staff understand how to make links with outside professionals, when required, to ensure children's continuing needs are met.

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Leadership and governance Expected standard

The club is led and managed effectively. It has only been operating for a relatively short space of time. Leaders have taken this time to establish and embed the routines that allow the club to run smoothly and meet the needs of the children that attend. Staff provide children with a safe environment that is enjoyable to attend. Leaders successfully meet statutory requirements. Staff have a clear understanding of their safeguarding responsibilities. Staff benefit from regular supervision meetings, which provide opportunities to discuss the needs of the children, the club and support for staff's wellbeing. This also helps to ensure everyone feels valued, supported and appreciated. There are positive relationships in place with families and the school to ensure consistency of care for the children.

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Leadership and governance Expected standard

Leaders review practice through internal checks, including regular quality assurance visits, to ensure systems are robust and effective. Leaders listen to children, gathering their views of the club in regular children's surveys to consider their thoughts and wishes to make improvements. Leaders ensure that all mandatory training areas for staff are covered. However, leaders are yet to develop a secure programme of high-quality learning opportunities to ensure that individual professional development is precisely matched to staff's needs so that the quality of practice can be strengthened further.

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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 excited to be at the club. The handover from school is smooth. Children are warmly greeted by staff on collection, helping them to feel safe and welcomed. They quickly settle into familiar routines and show that they know what to do. Children independently prepare and bring their snack to the table. They sit with each other, chatting about their day and many other things that interest them. Children behave well. Staff, with gentle guidance, help support children to resolve any minor disagreements. They talk to

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About this setting

Unique reference number (URN): 2857529 children calmly and sensitively support children's emotional wellbeing. This helps children to feel relaxed. They build close bonds with staff when attending the club.

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About this setting

Children are keen to spend time outside and staff ensure they have daily access to the outdoor environment. Here, they engage in a variety of physical play activities, such as ball games. Staff make effective use of the school trim trail, which helps to develop children's large movements and coordination. Children can make choices about their play. They know how to access the resources they enjoy. Children have daily opportunities to express themselves and further develop fine motor skills through several art and craft activities, such as scratch art and free drawing.

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About this setting

Positive relationships with the host school and parents and carers provide continuity for children and helps them to develop a sense of belonging. Staff work closely with school staff to help ensure children's needs are met when attending the club, especially for those children who may experience barriers to their learning. Parents comment positively about their children's time in the club. Children demonstrate a positive attitude to attending the club, which helps them to be happy and settled.

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Next steps

Leaders should consider ways to target professional development more precisely to staff's needs, so it strengthens their practice further. Leaders should improve the support for children to develop an understanding of how to remain hydrated and healthy.

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About this inspection

The inspector spoke with leaders, staff, children and families 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:

Fen Drayton Cp School Cootes Lane, Fen Drayton Cambridge CB24 4SL

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:20 - 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

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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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