First Kick Football

First Kick Football

Unique reference number (URN): 2819663 Address: Bridgewater High School, Broomfields Road, Appleton, Warrington, WA4 3AE Type: Childcare on non-domestic premises Registered with Ofsted: 26/11/2024 Registers: EYR, CCR, VCR Registered person: First Kick CIC

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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 behave well and display positive engagement at the club. They demonstrate that they understand the expectations and boundaries in place. Children build trusting relationships with staff. They generally show enjoyment and sound levels of motivation to join in. Staff are positive role models. They encourage kindness, inclusion and respect. Staff also help children to manage their feelings and emotions in a positive way. As a result, children play cooperatively and collaborate well together, sharing ideas. They engage in discussions, sharing and turn-taking well. Despite these strengths, children do not have consistent access to a wider variety of resources during play time to enhance their engagement even further. Mealtimes are a social occasion, where children enjoy talking about their interests and favourite activities. Children also discuss how they value receiving certificates and medals to celebrate their achievements at the club.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work closely with parents and carers, when new children join. They seek information about their interests, social skills and any adaptions they may require. Leaders also ensure there are positive systems of communication in place during the settling-in process and during their time at the club. There are procedures in place for monitoring children's attendance. Leaders recognise the importance of addressing any concerns in relation to non-attendance if a child is expected at the setting.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are generally supported well at the club. Staff supervise children well and complete risk assessments to minimise any potential hazards or risks. They ensure that health and safety routines are followed to help to keep children safe. Leaders and staff work in partnerships with parents and carers to manage children's dietary and allergy needs. Children understand the importance of positive hygiene practices. They show this when they wash their hands before eating and when managing their personal care needs.

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Children's welfare and wellbeing Expected standard

Staff build supportive and caring relationships with children. They frequently provide praise and acknowledge their efforts. This helps to build children's confidence and to form a positive view of themselves. Children have frequent opportunities to be independent and choose what activities they wish to play with. However, staff have not fully considered the variety of the resources on offer to ensure children have lots of variety and choice. This does not consistently promote children's imagination, wellbeing and relaxation to the highest level.

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Children's welfare and wellbeing Expected standard

Staff generally work well with parents to promote healthy lifestyles. They encourage them to provide healthy and nutritious snacks and meals that help to sustain children's energy throughout the day. The active nature of the club positively contributes to children being active and supports their health and physical wellbeing.

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Inclusion Expected standard

Leaders and staff at the holiday club create an inclusive environment. When new children join, they work closely with parents and carers to understand about any children's medical or special educational needs and/or disabilities. Based on this information, staff make general adaptions to support different children's individual needs and help them to join in and thrive at the club. For instance, they make adjustments to the length of teaching sessions. They ensure children can take regular breaks and make free choices to support their concentration skills and engagement.

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Inclusion Expected standard

Staff also build in frequent play and relaxation sessions to support children's wellbeing and enjoyment at the club. Leaders support children from disadvantaged backgrounds. They work in close partnership with the local authority to ensure funding is used effectively. This means a wider range of children have equal opportunities and the opportunity to attend and develop new skills. Leaders display a clear awareness of supporting children, who are known or previously known to social care. They understand the importance of partnership working with parents and carers and other professionals to promote positive outcomes for children.

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Leadership and governance Expected standard

Leaders demonstrate an understanding of the holiday club's context, strengths and areas for ongoing enhancement. They typically make ongoing improvements to enhance children's experiences and outcomes. Leaders also strive to provide an inclusive environment and reduce barriers for children with special educational needs and/or disabilities and disadvantaged children.

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Leadership and governance Expected standard

Staff state they enjoy their work and feel well supported by leaders. They receive a full induction, when they start to help them to understand their roles and responsibilities. Staff also engage in required training, such as safeguarding and first aid. They have the appropriate knowledge and skills required for their roles. Despite this positive commitment to ongoing training, leaders do not consistently revisit the effectiveness and knowledge staff gain at training. This does not further support staff's ongoing growth and professional development.

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Leadership and governance Expected standard

Leaders and staff form positive relationships with parents and carers. They gain key information about children's interests, preferences, dietary requirements and individual needs when they join. Leaders and staff discuss the importance of open communication with parents to build trust. They engage in regular conversations to provide updates about children's progress and time at the club.

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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 show they feel happy, safe and comfortable at the holiday club. They discuss that they enjoy all of the varied sports and different activities. Children comment they like spending time with their friends and the kind staff. Staff create a relaxed and supportive environment. They actively join in with children, giving them encouragement and tips to improve their sports skills. There is a positive sense of fun and warmth at the club. Children benefit from joining in with a wide range of sports. This helps them to be active and supports

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About this setting

Unique reference number (URN): 2819663 their physical skills. Staff also use the different team games to develop children's listening and attention skills and social development.

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About this setting

Children play football, dodgeball, baseball and tennis. In addition, they enjoy playing with other resources and toys, such as LEGO, stacking blocks and superhero figures and dolls. This keeps them generally focused and engaged throughout the day. Children also play card games and engage in drawing and art competitions.

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About this setting

Staff set clear expectations for children's behaviour and help them to understand the boundaries in place. Staff are encouraging and frequently offer advice or guidance to strive for a positive atmosphere. Children follow ground rules and engage in frequent discussions about kindness, respect and appropriate behaviour. As a result, children behave well and understand what is expected of them. Some state that they like the way they can be themselves at the club and appreciate how the staff make it fun and safe. Furthermore, leaders work closely with parents and carers to encourage consistent attendance on the days children are expected at the club.

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Next steps

Leaders should continue to monitor and evaluate the effectiveness of staff training to ensure the best outcomes for children. Leaders should offer children more choices to support their free play, wellbeing and relaxation at the club, such as by building on the breadth of resources available to them.

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About this inspection

The inspector spoke with leaders, staff 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 provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for the children's learning, development and care, known as the early years foundation stage.

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Address:

Bridgewater High School Broomfields Road, Appleton Warrington WA4 3AE

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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 - 17:00

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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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