Kidz Club @ St Bots

Kidz Club @ St Bots

Unique reference number (URN): 2750665 Address: St. Botolphs C E V C P School, Back Hills, Botesdale, Diss, IP22 1DW Type: Childcare on non-domestic premises Registered with Ofsted: 26/09/2023 Registers: EYR, CCR, VCR Registered person: Snookes, Emma

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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

Leaders have established a nurturing and positive environment in which children understand and generally meet the setting's expectations for behaviour. Staff form warm and trusting relationships with children. They typically demonstrate an understanding of children's individual needs and age and stage of development. Staff provide praise and encouragement during activities, which helps to promote children's confidence, engagement and positive attitudes. Leaders work in close partnership with parents and carers to promote the importance of regular attendance and punctuality. They communicate effectively to ensure families understand how regular attendance supports children to feel secure, settled and happy within the setting.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate kindness and consideration towards their peers. They cooperate well as they take turns and share resources during play. For instance, when engaging in activities such as table football, children patiently wait for their turn and enthusiastically celebrate one another's successes. Children show a secure understanding of daily routines and follow these with confidence. On arrival, they independently hang up their belongings before settling promptly for mealtimes. Children display growing independence by clearing away their plates and cups after eating. They willingly contribute to tidying up following activities. This supports the development of children's sense of responsibility and respect for the environment.

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Children's welfare and wellbeing Expected standard

Children typically develop warm and nurturing relationships with staff, which generally supports their emotional wellbeing effectively. They happily engage in conversations, eagerly sharing their experiences and achievements from the day. Children confidently select what they would like to do and are encouraged to express their views. Staff give children meaningful opportunities to make choices about the activities available. Leaders have implemented an effective key-person system. This supports the early years children on roll, and helps to build their confidence and supports them to settle quickly into the environment. This also ensures that children have a trusted adult they can turn to for reassurance, which promotes a clear sense of safety and belonging. Leaders adapt the environment effectively to meet the needs of children with special educational needs and/or disabilities. They generally make thoughtful adjustments to ensure children can access

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Children's welfare and wellbeing Expected standard

Children are supported to understand the importance of leading a healthy lifestyle. Staff promote healthy eating by providing a range of nutritious meals and snacks throughout the session. They demonstrate an understanding of safer eating practices. Children have regular opportunities to be physically active and enjoy activities, such as playing football, using climbing equipment and creating obstacle courses in the hall. Staff support children to recognise how to keep themselves safe and manage risks during their play.

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Inclusion Expected standard

Leaders generally demonstrate an effective understanding of how to support all children, including those with special educational needs and/or disabilities and those known or previously known to social services. They gather detailed information from parents and carers and school teachers. They carefully observe how children manage routines, friendships and their play. This ensures that support can be tailored effectively to each child. It also helps to create an inclusive and welcoming environment that meets children's individual needs. Most of the staff also work within the school. They generally have a secure knowledge of children that enables them to provide consistent and well-informed support across the setting.

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Inclusion Expected standard

Staff complete some training to understand children's needs and typically make thoughtful adaptations to ensure all children can participate fully. They understand and consider children's dietary needs in daily practice. Staff make careful and appropriate adjustments, such as modifying activities or providing noise-reducing headphones and a quiet space. This ensures that all children can participate fully and comfortably. It reflects leaders' and staff's clear understanding of inclusive practice and their commitment to meeting the needs of every child.

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Inclusion Expected standard

Leaders work closely with the school to identify children who are known or previously known to children's social care. This enables them to support children effectively during their time at the setting and have a clear understanding of their individual circumstances and needs. For example, leaders offer additional sessions to further help children and their families, when extra support is needed.

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Leadership and governance Needs attention

Leaders generally understand and follow safer recruitment procedures to ensure children are safe. However, systems for recording staff suitability checks that have been obtained are not maintained consistently. For example, at times some staff references are not consistently documented and readily available to view. Leaders show a genuine care and passion for providing a caring and nurturing environment for children and their families. They demonstrate a reflective approach and have a clear understanding of the setting's strengths, as well as areas for development to further enhance their provision. Leaders work closely with the school to provide continuity of care and ensure that information is shared effectively.

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Leadership and governance Needs attention

Leaders ensure they have the knowledge and training to support all children and provide a safe and engaging environment. For example, they have completed a range of training to enhance support for children with special educational needs and/or disabilities within the setting. Staff report that they enjoy working at the setting and feel well supported in relation to their wellbeing. However, not all staff have consistently received targeted training and professional development opportunities, to ensure they build on their confidence in their roles to drive ongoing improvement. Parents and carers speak highly of the setting. They comment how much their children have grown in confidence and always enjoy attending. Parents report that the setting provides an indispensable resource and undeniable lifeline for families.

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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

Leaders and staff provide a stimulating and nurturing environment in which children arrive happy and eager to participate in the activities on offer. They demonstrate warmth and consideration. Staff build positive relationships with children. They develop a secure understanding of their individual needs. Staff plan purposeful and engaging activities that are suitable for the different range of ages attending, including those children with special educational needs and/or disabilities and those known or previously known to social services. Leaders generally understand their roles and responsibilities. However, systems to support staff training and professional development, as well as arrangements for keeping some required records, are not yet clear or implemented consistently well.

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

Staff support children's behaviour effectively and provide positive role models through their interactions with children and adults. They help children to understand and respect each other's similarities and differences. This promotes a culture of inclusion and mutual respect. Staff support children to develop the skills needed to listen, concentrate and engage in activities. Children demonstrate positive attitudes to their play and show confidence in their abilities. For example, they enthusiastically organise their own talent shows, showcasing a range of skills, such as acting, dancing and gymnastics. Staff offer praise for children's efforts, while peers celebrate one another's achievements. This contributes to a supportive and encouraging environment.

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

Children independently select from a broad range of stimulating activities that capture their interest. Staff provide a calm and relaxed environment in which children can unwind before and after school. For example, they engage in creative activities with their peers, participate in football games, enjoy sharing stories and design their own obstacle courses. This supports children's sustained engagement and ensures they benefit from experiences that reflect their individual interests and needs. Leaders and staff work in effective partnership with teachers and parents and carers to promote continuity of care and attendance. They share information regularly, helping to ensure that children's needs are understood and met across the setting and school.

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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

improve arrangements for maintaining accurate records of recruitment checks to ensure these are readily available when required. 26/04/2026

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Action Completion Date

ensure staff are provided with effective training and professional development opportunities to make sure they are confident in their knowledge and roles. 26/06/2026

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About this inspection

The inspector spoke with leaders and staff during the inspection.

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Address:

St. Botolphs C E V C P School Back Hills, Botesdale Diss IP22 1DW

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:25 - 17:30

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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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Age range of children at the time of 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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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

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 .

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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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