The Kids Club (Cross Farm)

The Kids Club (Cross Farm)

Unique reference number (URN): 2768109 Address: Cross Farm School, Gresham Way, Frimley Green, Camberley, GU16 6LZ Type: Childcare on non-domestic premises Registered with Ofsted: 06/12/2023 Registers: EYR, CCR Registered person: The Club (Frimley) 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 Strong standard

Leaders embed a calm and harmonious environment, where expectations for behaviour and routines are clear, consistent and well understood by children and staff. Children demonstrate exemplary behaviour from the moment they arrive. They confidently follow established routines, independently hanging up their coats and bags before lining up to wash their hands without any prompting. Staff support inclusive approaches by adapting routines to meet individual needs. For example, they use visual prompts and gentle reminders to help all children, including those with special educational needs and/or disabilities, understand expectations and participate fully alongside their peers.

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Behaviour, attitudes and establishing routines Strong standard

Staff consistently recognise and praise children's achievements and positive attitudes. For example, during a shape hunt activity, children confidently identify and share the shapes they discover with their peers. They also demonstrate kindness and cooperation by supporting one another to locate additional shapes, working together positively throughout the activity.

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Behaviour, attitudes and establishing routines Strong standard

Staff quickly build positive relationships with children, helping them to feel safe, secure and valued. Children know that staff are consistently available to support them when needed. Older children act as positive role models, naturally supporting younger peers and helping them feel included in play. For example, when using magnetic blocks to create structures, they collaborate effectively by offering gentle guidance to younger children, ensuring everyone is involved and valued.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote the importance of punctuality with parents and the positive impact this has on children's ability to settle with their peers and fully participate in all the activities on offer.

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Inclusion Strong standard

Leaders demonstrate a highly inclusive ethos that is consistently embedded across the club. Children with special educational needs and/or disabilities (SEND), and those who may face barriers to learning, are supported exceptionally well. Leaders and staff have a firm knowledge of the children in their care. They work in close partnership with parents, teachers and other professionals to ensure children's needs are fully understood and met.

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Inclusion Strong standard

Leaders prioritise training to strengthen staff knowledge of inclusive practice. This enables staff to adapt activities, environments and interactions so that all children can participate meaningfully and access the full range of experiences on offer.

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Inclusion Strong standard

Staff reduce barriers to participation through thoughtful adaptations and flexible approaches. For instance, they offer a quiet space for children, who benefit from time away from large- group activities to help them regulate their emotions. This ensures children remain engaged in the club while learning strategies to manage their feelings safely and effectively. As a result, children with SEND are able to participate confidently alongside their peers.

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Children's welfare and wellbeing Expected standard

Leaders prioritise children's welfare and wellbeing throughout the setting. Children's health and safety are promoted effectively through well-established routines. Mealtimes are carefully supervised, with staff positioned at tables and circulating to support safe eating practices. Food is prepared appropriately to minimise risk, and children's dietary requirements are clearly understood and generally managed consistently. Staff communicate effectively with the host school to promote familiar rules and boundaries for children. Relationships between staff and children are secure. Younger children have a named key person, who provides consistent emotional security and acts as a familiar, trusted adult they can turn to for reassurance and support. Children enjoy spending time playing games and making creations, and they are often observed laughing and engaging in conversations with staff, showing they feel comfortable, safe and valued in the club.

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Children's welfare and wellbeing Expected standard

Children are generally supported to be active and to adopt a healthy lifestyle. They are provided with a healthy and nutritious snack that helps to support their energy levels and wellbeing throughout the session. Staff also talk to children about the importance of a healthy, balanced diet and good oral health, helping them to understand how these habits support their overall wellbeing.

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Children's welfare and wellbeing Expected standard

Staff promote children's sense of responsibility by involving them in tasks, such as putting away their belongings and tidying resources. However, this approach is not always consistent. At times, staff complete tasks that children are capable of doing themselves, such as simple food preparation. As a result, opportunities for children to regularly practise and strengthen their independence and self-care skills are not fully maximised.

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Leadership and governance Expected standard

Leaders demonstrate a secure understanding of the setting's context and offer a fully flexible service to meet the needs of local families and the wider community. They have a clear understanding of the club's strengths and areas for further development. Leaders actively seek and respond to the views of parents and children, using this feedback to inform adaptations and ongoing improvements. They also take children's interests into account when planning topics and activities, helping to ensure the provision remains engaging, relevant and responsive to their needs.

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Leadership and governance Expected standard

Leaders ensure they know all children well and work effectively with a range of professionals to ensure appropriate support is in place, when children encounter barriers to their learning. Effective partnerships with parents, alongside consistent daily communication, help to ensure children feel safe, secure and nurtured within this warm and welcoming environment. Parents and carers report that their children love attending the club and enjoy the wide range of activities available.

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Leadership and governance Expected standard

Leaders place a clear emphasis on professional development and demonstrate a genuine commitment to providing staff with opportunities to gain recognised early years qualifications. Staff report that they enjoy working at the club. Leaders operate an open-door policy, enabling staff to share any concerns or issues promptly and in a supportive environment. They provide ongoing daily feedback, which helps to promote continuous improvement in practice. Staff comment that leaders are attentive to their wellbeing and take time to understand their individual needs. As a result, staff morale is high, and their enjoyment and satisfaction in their roles are clearly evident. However, supervision sessions are not yet consistently embedded, and lack a sufficiently sharp focus on evaluating and strengthening staff practice. This means that leaders do not fully identify and address areas for development in a timely way, which in turn impacts on the consistency of improvement

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Leadership and governance Expected standard

across the provision and outcomes for children.

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

Children are welcomed into the club by the warm and welcoming staff team. As children arrive, staff talk to them about their interests and what they might like to do at the club. Staff use information gathered from parents to begin to build relationships. This helps children settle quickly and confidently into the club. Children demonstrate a clear sense of belonging as they promptly engage with the well-organised environment. For example, they confidently use crates and tyres to create an 'ice-cream van'. Children show early problem-solving skills as they negotiate roles, manage disagreements and work together to overcome challenges in their play.

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

Relationships between staff and children are warm, caring and supportive. Staff set clear and consistent expectations for behaviour and help children to understand these. They talk with children about their feelings and support them to consider how their actions may affect

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About this setting

Unique reference number (URN): 2768109 others. As a result, children behave exceptionally well and are beginning to manage minor disagreements and their emotions with growing confidence.

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About this setting

Children benefit from a flexible routine. This helps them to transition between school and the club in their own time. Staff take time to adapt activities, provide tailored support and ensure that every child is able to participate fully and meaningfully in the range of experiences on offer. This is particularly effective for disadvantaged children and those with special educational needs and/or disabilities, who receive the targeted support they need to succeed alongside their peers.

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About this setting

Children show kindness to each other and help their friends. Older children support younger children in their play and routines, acting as positive role models and helping them to feel included and confident. They enjoy learning and playing together because they feel listened to, included and cared for in this home-from-home environment. Children build positive relationships with staff and are relaxed and confident as they share details about their school day and giggle in delight as they engage in activities, such as playing card games that support their recognition of numbers.

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Next steps

Leaders should ensure that supervision sessions are sharply focused on the continuous improvement of practice, thereby, securing better outcomes for all children. Leaders should support staff to extend opportunities for children to develop their growing independence skills, particularly during mealtimes.

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About this inspection

The inspector spoke with leaders, staff, parents 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.

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Address:

Cross Farm School Gresham Way, Frimley Green Camberley GU16 6LZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Club (Frimley) Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 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.

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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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