Cambridge Kids Club @ Cambourne

Cambridge Kids Club @ Cambourne

Unique reference number (URN): 2798118 Address: Hardwick & Cambourne Community Primary School, Sheepfold Lane, Cambourne, Cambridge, CB23 6FR Type: Childcare on non-domestic premises Registered with Ofsted: 27/06/2024 Registers: EYR, CCR, VCR Registered person: Cambridge Kidsclub Limited

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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 support younger children effectively through a key-person system, helping them feel secure and ready to take part. As a result, all children confidently access activities, and show a growing sense of emotional wellbeing and sense of belonging. In general, staff model clear expectations and build positive relationships with children, which helps children understand routines and behave appropriately. They take time to get to know new children. For example, by taking them to the library to choose a book based on their interests, which supports engagement and early relationship building. Children play cooperatively, such as when designing dens and and enjoy activities they choose, showing positive interactions with peers. They begin to understand behaviour expectations, and staff respond quickly to support children with special educational needs and/or disabilities when they feel overwhelmed, which helps them regulate their emotions and return to play more quickly.

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Behaviour, attitudes and establishing routines Expected standard

Staff teach calming strategies and use positive reinforcement, which builds trust and emotional security.

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Behaviour, attitudes and establishing routines Expected standard

Leaders monitor children's attendance at the holiday club. They understand the importance of following up with parents if children do not arrive, which helps ensure children are safe and supported to attend regularly so they do not miss out on learning and play opportunities. Staff plan adult-led activities, such as making potions. Children eagerly take part, pouring water, adding colours and creating their own ideas. Younger children would benefit from additional support during these activities, as more confident children often take the lead. This means younger children do not always gain the same depth of learning from these experiences. Leaders recognise this and acknowledge that further adaption is needed to ensure all children are fully included. The club offers flexible routines, and children choose when to eat. Staff promote independence while supervising children too. The unstructured mealtimes can become busy, limiting opportunities for children to sit with friends. Leaders

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Behaviour, attitudes and establishing routines Expected standard

recognised this on the day and agree routines need reviewing to further improve children's social experiences and quality of mealtime interactions.

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Children's welfare and wellbeing Expected standard

Children have many opportunities to share their interests and preferences, and leaders plan engaging experiences based on what they enjoy, which helps children feel valued and motivates them to take part more confidently. Staff provide a wide range of activities for children to explore freely, helping them to have fun in a calm and welcoming environment, which builds their confidence to join in and try new experiences over time. In the garden, children develop their physical skills, running, jumping and kicking balls, which strengthens their coordination, stamina and physical confidence and supports their overall wellbeing through active play in the fresh air.

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Children's welfare and wellbeing Expected standard

Staff interact positively with children, knowing when to step in and when to allow independent play, which gradually helps children develop independence, resilience and the ability to solve problems for themselves. They respond promptly to children's needs with care and reassurance, which helps children feel emotionally secure from the beginning. Children become more able to regulate their feelings and manage separation and uncertainty. Children make their own choices during play and participate enthusiastically, which builds their confidence in decision-making and helps them become more independent learners. They develop independence through self-help skills, such as washing hands and using the toilet independently, this strengthens their confidence in managing their own personal care with less adult support.

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Children's welfare and wellbeing Expected standard

Adult-led activities, alongside free play, give children the chance to learn new skills, collaborate and express their creativity. Staff guide children gently, helping younger children and those who need extra support, to join in and succeed. This builds their confidence to join in and helps them become more independent at the holiday club. Overall, through a balance of child-led choice, adult guidance and reassurance, the club effectively promotes children's wellbeing, independence and confidence, so that over time children become more self-assured, emotionally stable and able to take an active role in their own play and learning.

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Inclusion Expected standard

Staff support all children to take part fully in the club. Before children attend, leaders collect detailed information from parents about children's medical needs and special educational needs and/or disabilities. They discuss education, health and care plans with parents and schools, so staff typically understand how to support each child. Leaders identify children who may be vulnerable and act quickly to put support in place.

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Inclusion Expected standard

Staff build positive relationships with children and families from the start. They talk with children to learn about their interests and use daily handovers with parents to check how children feel and whether any changes are needed. Leaders provide training in areas, such as positive behaviour management and supporting needs relating to neurodiversity.

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Inclusion Expected standard

Staff adapt activities and routines so all children can join in. For example, when children begin to feel overwhelmed during free play, staff offer a short movement break or guide them to the quiet den with a familiar stress toy. This helps children calm down and return to the activity when ready. Over time, children begin to choose these strategies for themselves, helping them manage their emotions more independently and taking part more frequently. These approaches reduce barriers and help children feel safe, included and confident. As a result, children build positive relationships, enjoy their time at the club and develop independence as they play and learn alongside their peers.

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Leadership and governance Expected standard

Leaders provide effective support for staff through regular updates, clear guidance and a range of professional learning opportunities to help them carry out their roles successfully. This results in children experiencing typically stable, predictable care with clear expectations, helping them feel settled and safe from the start of each session. Leaders give constructive feedback, and match training to staff experiences and development needs, which strengthens staff practice and leads to better quality interactions with children. Leaders also consider staff wellbeing and workload when making decisions, which helps staff remain motivated and emotionally available for children, improving children's day-to- day experiences. Leaders maintain visibility, particularly at the start of the holiday club, so staff receive guidance and reassurance as they settle into their role, ensuring children experience smooth routines and secure relationships from the outset.

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Leadership and governance Expected standard

Leaders engage positively with parents, sharing information about activities and children's interests. Typically, they ensure key details about children's needs are used to guide staff practice, which helps children feel included and supported because staff understand how to meet their individual needs. This leads to children participating more confidently and accessing activities successfully. Leadership oversight helps create a safe, inclusive and generally well-organised environment, where children feel safe and are able to engage fully in place and learning.

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Leadership and governance Expected standard

Leaders recognise that the information collected from parents is not always shared consistently with all staff, which can limit the precision of support for some children's individual needs. However, they are taking steps to address this and strengthen consistency further. Leaders maintain a clear focus on stability and consistency across the setting, which underpins children's sense of security. Through ongoing monitoring and targeted staff support, leaders ensure children typically benefit from positive, safe and engaging sessions, where they build friendships, develop independence and participate with increasing confidence.

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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 explore activities confidently, choosing what they want to play with and working together. They enjoy learning through crafts, such as designing pictures with small beads, and building dens with peers, including children with special educational needs and/or disabilities. Staff support all children to join in, helping to reduce barriers to learning and ensuring everyone can succeed. Children spend long periods using their imagination with small-world toys, creating real-life situations and inventing their own stories, such as

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Inspector:

pretending to be at the pool. As a result, children build independence and confidence and develop skills that support their readiness for the next stage.

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Inspector:

Children feel happy and relaxed, even on their first day at the holiday club. They ask staff when they want to play outside and enjoy fresh air. In the garden, children ride on self- propelling scooters, steer carefully, balance on tyres and create friendly competitions, showing growing coordination and confidence. Staff guide children, when needed, but encourage independence and decision-making, helping them progress from their starting points.

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Inspector:

Children develop positive relationships with peers and staff. They listen to instructions, cooperate during group play and share ideas. Leaders gather children's opinion about activities and crafts, ensuring their interests are reflected in future sessions. Families are welcomed, and staff value their contributions when planning activities. Leaders monitor attendance and follow up with parents and carers if children do not arrive, helping every child take part in the holiday club.

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Inspector:

Children feel included and make progress. They learn alongside peers, enjoy creative and physical activities and build confidence, resilience and social skills. Staff recognise children's achievements, respond to their interests and support their individual needs. This creates a safe, welcoming and engaging environment, where children are typically well supported to succeed.

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Next steps

Leaders should ensure information gathered from parents is shared effectively with staff so they can consistently meet each child's individual needs. Leaders should review daily routines, particularly lunchtime, to help children sit with their friends and feel settled, supporting social engagement. Leaders should ensure younger children receive appropriate support during adult-led activities so they can fully participate and achieve.

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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 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. Lisa Topham

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Address:

Hardwick & Cambourne Community Primary School Sheepfold Lane, Cambourne Cambridge CB23 6FR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Cambridge Kidsclub Limited

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Address:

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