Kicks and Tricks Cliff Lane

Kicks and Tricks Cliff Lane

Unique reference number (URN): 2746131 Address: Cliff Lane Primary School, Cliff Lane, Ipswich, IP3 0PJ Type: Childcare on non-domestic premises Registered with Ofsted: 10/08/2023 Registers: EYR, CCR, VCR Registered person: Kicks and Tricks Ltd

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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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Inclusion Strong standard

Inclusion is a massive strength of this camp. Leaders and staff have robust systems in place that consistently make a huge difference to the opportunities and experiences of all children. Leaders identify individual children's needs quickly and accurately with in-depth settling-in procedures. For example, parents and carers can speak directly with leaders before their children start. Any adaptations that may need to be considered for children who may face barriers to their learning and/or wellbeing are put in place before children attend. For example, children who can feel anxious in new situations benefit from one-to-one time spent with staff when they first arrive. This helps them settle before gaining confidence and integrating with the rest of the group. Consequently, all children, including those with special educational needs and/or disabilities (SEND), those known (or previously known) to children's social care and those who face other barriers to their learning and/or wellbeing,

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Inclusion Strong standard

Leaders support parents to access any appropriate funding available to them. Leaders work very closely with the local authority and camp special educational needs coordinators to constantly evaluate how well the camp identifies and supports children with SEND. Feedback from parents and staff helps embed a culture in which the early and accurate assessment of children's needs is prioritised. This ensures that any extra support children may need is provided swiftly.

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Behaviour, attitudes and establishing routines Expected standard

Leaders ensure that staff are successfully using strategies such as visual timetables. These can help children, particularly those with special educational needs and/or disabilities, to swiftly understand daily routines and make choices. This helps children to regulate their emotions, ease anxieties and prepare themselves for changes during the day.

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Behaviour, attitudes and establishing routines Expected standard

The effective key-person system helps children build trusting attachments to staff. Staff use their knowledge of each child and specifically tailor activities to help children get along with others. For example, after a nature walk, staff purposefully decide to make a group collage with the natural resources they have collected, such as sticks and pine cones. This group activity helps less confident children begin to develop confidence, play cooperatively and make new friendships.

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Behaviour, attitudes and establishing routines Expected standard

Online communication is sent to parents before attending each camp day, for example the timings of registration and the programme of activities on offer. This supports all families to develop routines that promote punctuality and attendance.

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Behaviour, attitudes and establishing routines Expected standard

In general, children develop positive attitudes to learning about safety and routines. Morning group meetings support children effectively to understand and recall the fair rules at the camp. Staff talk to them about maintaining respectful behaviours. Staff conscientiously break down the meaning of the word 'respect' and follow up with words such as 'treating others with kindness'. This ensures that young children fully understand expectations for behaviour.

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Children's welfare and wellbeing Expected standard

Children love taking part in the broad range of multi-sports activities on offer, which contributes to healthy lifestyle habits. Generally, staff help children to gain an awareness of their own wellbeing and safety at the camp, including those with special educational needs and/or disabilities. For example, children learn how to stay safe and healthy as staff remind them to hydrate and drink plenty of water, especially after rigorous exercise. However, sometimes, staff do not consistently support children to become increasingly independent in managing self-care routines, such as dressing themselves appropriately for playing in the sun.

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Children's welfare and wellbeing Expected standard

Mealtime routines are well organised and sociable. Children know to wash their hands before eating and remain seated while eating to ensure their safety. An established key- person system and in-depth settling-in procedures mean staff provide effective care practices that meet children's individual needs. Children known (or previously known) to children's social care and those that face barriers to learning and/or wellbeing benefit from these. For example, parents report improvements in children's healthy eating habits at home, through staff's encouragement to try new foods at camp.

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Children's welfare and wellbeing Expected standard

Staff ensure that all children recognise, express and manage their emotions effectively. Coordinated colour resources help all children to communicate their feelings quickly and effectively.

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Leadership and governance Expected standard

Leaders understand the setting's context, strengths and areas for development. They are truly dedicated to continually reflecting and improving on the great service they already provide. Leaders recognise how to take decisions that are in individual children's best interests. For example, leaders have planned opportunities for staff to improve their understanding of how to support children's mental health. This includes for the most disadvantaged children to improve their wellbeing and engagement and reduce absences.

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Leadership and governance Expected standard

Parents are extremely complimentary about the professionalism of leaders and staff. Staff regularly share information with parents about their children's achievements and progress at the club. Parents access funding available to them and are grateful to leaders for helping them do so.

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Leadership and governance Expected standard

Staff love their job and appreciate the continuous professional development training opportunities available to them. Leaders implement individual plans and provide staff with appropriate training to meet the specific needs of all children, including those with special educational needs and/or disabilities or who have recognised barriers to their learning. Alongside this, an effective key-person system fosters a supportive environment for all children to thrive at the camp.

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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

Upon arrival, children are greeted by the extremely friendly and welcoming staff. Children immediately feel comfortable as they hang up their belongings on their pegs and place their water bottles in the tray. At each drop-off, staff let children and parents know who their key person is. This particularly helps new children feel safe, as they know who to go to if they need anything. Children thrive at the camp. They are positively engaged in meaningful play and learning experiences from the moment they arrive. Staff provide well-planned opportunities that spark children's curiosity and encourage their independence and social

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About this setting

Unique reference number (URN): 2746131 communication skills. Children enjoy team sports, group games and creative activities. Staff provide visual timetables to help children, particularly those with special educational needs and/or disabilities (SEND), to understand daily activities, make choices and establish routines efficiently.

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About this setting

Robust settling-in procedures are in place. Leaders and staff gather specific knowledge about individual children from parents and any other professionals working alongside children. Parents can speak with leaders before their child attends. This provides parents with the opportunity to share their unique knowledge of their child and any specific support they need in place, before attending. This ensures that children with SEND, those known (or previously known) to children's social care and those who face other barriers to their learning and/or wellbeing transition smoothly and that their wellbeing is promoted from the beginning.

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About this setting

Children build solid friendships at the camp. Attending the camp helps strengthen children's emotional development and feelings of inclusion and boosts attendance. For example, all returning children, including those with SEND, reunite and greet each other warmly. They talk excitedly about shared experiences at the camp and discuss activities they want to do together this time.

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Next steps

Leaders should support staff to be more consistent in developing children's awareness of their own wellbeing needs to help them become increasingly independent in managing their self-care routines.

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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:

Cliff Lane Primary School Cliff Lane Ipswich IP3 0PJ

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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 - 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

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 .

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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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