GAME-ON Rugby Free Primary School

GAME-ON Rugby Free Primary School

Unique reference number (URN): 2825553 Address: Rugby Free Primary School, 1 Bailey Road, Rugby, CV23 0PD Type: Childcare on non-domestic premises Registered with Ofsted: 27/02/2025 Registers: EYR, CCR, VCR Registered person: Game-On Coaching Ltd

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

Leaders and staff are excellent at creating an environment that consistently supports children to engage extremely well in their play. They work diligently to establish highly impactful teaching of behaviours and routines. Staff build positive relationships with children that are based on mutual trust. Staff build secure attachments to help children to increasingly manage their own feelings and behaviour and settle into activities. They sit with children at the art and craft table, showing genuine interest as children draw. In addition, staff boost children's confidence as they are encouraged to have a go at a forward roll on the mat. This ensures that children make the absolute best start in their attitudes to their play.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders have developed an impactful behaviour strategy that brings out the best in all children. Staff use the systems in place highly effectively to help children to recognise their achievements in an age-appropriate way. For example, staff give extra points to older children for looking after the younger children during games. In addition, younger children are praised for their part in playing as a team and overcoming challenges. This further encourages positive attitudes to attendance, which leaders and staff monitor. As a result, children play and learn together in an impressive environment and behave extremely well.

p.2

Leadership and governance Strong standard

Leaders and staff are committed to children. They have worked innovatively to provide a nurturing environment for children so that they can play, develop and thrive. This includes those with special educational needs and/or disabilities and those who face other barriers to their learning and/or wellbeing. Leaders collaborate well with parents and carers through their admissions process. They ensure that relevant information is gathered prior to children starting. Parents report they are well supported by staff and their children are happy with the time they spend at the club.

p.2

Leadership and governance Strong standard

Leaders have a clear vision for the club and are highly reflective about developing their staff team. For example, they have put in place an excellent progression model for staff to further their knowledge, skills and expertise. Leaders manage staff wellbeing and workload in their decision-making. They have built secure relationships with staff and offer them training and coaching. As a result, staff are committed to learning and growing and eventually taking on managerial roles.

p.2

Leadership and governance Strong standard

Leaders and staff recognise the importance of working in partnership with the on-site school to ensure the premises are safe and secure for children. They have put in robust risk assessments to ensure that any risk is eliminated to children during their time at the club.

p.2

Children's welfare and wellbeing Expected standard

Children play very harmoniously with their friends and staff. For example, children wait patiently in line to have a go at climbing the stairs on the apparatus. Staff are alert and supervise children extremely well. They have purposeful conversations and praise children, such as by saying 'well done' as they climb up and down steps. Children appear confident at approaching staff to happily talk about what they are doing. Staff's interactions are highly responsive as they become immersed in their play together. They support children to recognise, express and manage their emotions. As a result, children develop secure and responsive relationships, enabling them to feel a sense of emotional wellbeing.

p.3

Children's welfare and wellbeing Expected standard

Staff use effective approaches to help children with their understanding of routines. Children immediately stop, look and listen when staff blow a whistle to get their attention. Children transition into lunchtime smoothly. They manage their personal health and hygiene needs by washing their hands and getting their lunch boxes. Staff encourage children to bring in healthy food and a bottle of drinking water. They typically enjoy this time together with peers and staff creating time for socialising. However, staff do not consistently consider how to help children who are new to the club to make friends. This does not ensure that all children who may face other barriers to their learning and/or wellbeing receive consistently high- quality support.

p.3

Inclusion Expected standard

Leaders and staff are highly effective at engaging with all children. They actively promote an inclusive culture. Leaders promote the importance of the holiday activities and the food programme for the most disadvantaged children. They ensure that systems are in place to gather information about individual children and their needs prior to their admissions to the club. This includes those with special educational needs and/or disabilities (SEND) and those who face other barriers to their learning and/or wellbeing.

p.3

Inclusion Expected standard

Staff work well with parents and carers. For example, following speaking to parents about their children, staff have created areas for quiet time as they learn that some children need extra time to regulate their emotions when they are overwhelmed. However, some staff are still developing their confidence in supporting children with SEND.

p.3

Inclusion Expected standard

The leadership team works closely with the on-site school, forming positive partnerships. Leaders access staff training on the graduated approach through the school. Leaders engage with professionals and external agencies to shape children's support, opportunities and experiences. They carry out robust risk assessments to areas that are accessible to children during their time at the club. As a result, all children gain a considerable inclusive environment, indoors and outdoors, to play and thrive in.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children thrive at this wonderful club. They demonstrate that they feel safe and cared for by the nurturing relationships they form with all staff. From the start, children are ready to enjoy the experiences on offer to them. They select from a wide range of activities. Children develop their strength and muscles as they climb up and down steps on apparatus. Younger children pedal bicycles. Before playing a football game, staff teach children the importance of warming up their bodies. As a result, children develop their physical skills.

p.4

About this setting

Children build very close bonds with staff. They share personal interests with them in subject areas that have developed through school, such as art. Staff praise children for their artwork. They show genuine interest as they discuss techniques children have used in their drawings. As a result, children develop their personal development and communication skills.

p.5

About this setting

At the club, children learn to be independent. Before lunchtime, they take care of their health and hygiene by washing their hands themselves. Children decide where they will sit after collecting their lunch boxes from the trolley. Staff use this time as a social time to have conversations with children about their day. They are vigilant about children with allergies. Younger and older children sit together for lunch. Relationships between children and staff are highly positive. This creates a harmonious atmosphere.

p.5

About this setting

The leadership team has put in place appropriate attendance monitoring procedures. This is to ensure that all children are well cared for and safe, including when they are not at the club. Children react positively to receiving points as rewards for areas, such as positive behaviour, attitudes towards learning and helping others. They show an understanding of how to earn these points. As a result, children consistently behave extremely well in the club.

p.5

Next steps

Leaders should support staff to enhance their professional development in relation to special educational needs and/or disabilities. Leaders should consider how to further develop staff practice in supporting children new to the setting to make friends.

p.5

About this inspection

The inspector spoke with staff and children and took account of parents' views during the inspection.

p.5

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. Unique reference number (URN): 2825553

p.5

Address:

Rugby Free Primary School 1 Bailey Road Rugby CV23 0PD

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:30

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.6

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

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.7

Urgent improvement

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.7

Urgent improvement

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

p.7

Urgent improvement

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

p.7