Coten End Kids Club

Coten End Kids Club

Unique reference number (URN): 2857545 Address: Coten End Primary School, Warwick, CV34 4NP Type: Childcare on non-domestic premises Registered with Ofsted: 28/07/2025 Registers: EYR, CCR, VCR Registered person: Onside Coaching (Childcare and PE) 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

Children demonstrate positive behaviour. Leaders have established well-thought-out routines that children generally respond to well. For example, children enter the club and place their belongings and water bottles on the counter. However, some aspects of the arrival routine are not yet fully effective, particularly for children who choose the relaxation and quiet area. As a result, some children in this area become restless and less engaged.

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Behaviour, attitudes and establishing routines Expected standard

Staff build warm, responsive relationships with children, who are confident in seeking help when necessary. Children get along well with their friends, play cooperatively, invite others to join their games and willingly share resources. For example, they complete puzzles together and pretend to make tea for each other. Staff use positive encouragement to help children develop their social skills. For example, staff guide children to take turns and use kind words, and praise them when they share. Staff are respectful, model good manners at all times and provide gentle reminders to children to always say please and thank you.

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Behaviour, attitudes and establishing routines Expected standard

Staff provide support and reassurance to children with special educational needs and/or disabilities during the session. They ensure they fully participate and adapt activities when necessary. For example, they provide time in the routine for sharing stories and catching up on their day. Leaders understand the importance of regular attendance. They liaise with the host school if a child does not arrive for a session and promptly follow up on any concerns. Staff communicate daily with the school to help support children's smooth transitions.

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Children's welfare and wellbeing Expected standard

Children enjoy healthy snacks, including a choice of sandwiches, fruit and yoghurt. They are regularly encouraged to drink water throughout the session to stay hydrated. Staff prepare food appropriately to support safer eating practices and ensure all children are seated when eating their snack. They encourage and praise children for their efforts, such as when they clear their plates after snack time. This helps to develop children's self-esteem and self- confidence.

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Children's welfare and wellbeing Expected standard

Leaders cater well for children with dietary and allergy requirements. They collect detailed information when children first join the club and ensure that staff are all aware of the children's allergy plans and emergency medication. Staff model good hygiene practices effectively, such as following hygiene procedures before eating. Staff ensure that children understand the importance of keeping themselves safe. For example, they remind them to walk rather than run indoors and to use equipment safely. Leaders conduct thorough risk assessments of equipment, resources and the spaces they use. This helps to ensure children's safety and welfare.

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Children's welfare and wellbeing Expected standard

There are many opportunities for physical play, which help support children's coordination and overall physical development. Outdoors, children have large spaces to run, jump and play with hoops, bats and balls. Children are also confident in expressing their feelings, such as when they feel tired or upset. However, a more purposeful use of the relaxation area will help further support children's emotional wellbeing.

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Inclusion Expected standard

Leaders at the club gather information about each child before they start, and this is regularly reviewed. This ensures that leaders understand children's medical needs, family circumstances and any additional support required. Leaders typically gather information about children's likes and dislikes, which helps them plan activities accordingly.

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Inclusion Expected standard

Leaders make effective use of the positive links with the host school to gather information to support children with special educational needs and/or disabilities and others who may face barriers to learning. They create an inclusive environment, where all children can participate in the activities on offer. For example, staff adjust their approach during activities, allow additional time for information processing, simplify instructions, and adapt their communication to facilitate children's understanding and encourage them to take part. This helps reduce barriers so that children can participate alongside their peers and remain engaged.

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Inclusion Expected standard

Leaders and staff generally ensure that they continue the strategies implemented in school and keep up to date with any developments through regular meetings. Staff gather information via a 'pupil passport' that outlines what the child may need support with and the ways they can support them. Children who speak English as an additional language are typically supported through clear communication, visual cues and some signs in their home language.

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Leadership and governance Expected standard

Leaders generally have a clear oversight of the provision. The club is well managed and its leaders ensure that staff promote a positive, inclusive environment. Leaders are knowledgeable about their statutory duties and ensure that effective policies and procedures are in place. Staff comment that their wellbeing is well looked after and that they enjoy being part of the team. Leaders monitor staff's practice. They provide role modelling and feedback that encourage further improvements in staff's practice and the experiences they offer children.

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Leadership and governance Expected standard

Leaders are typically reflective, keen to drive continuous improvement and to further develop the club. Plans include continuing to update the online platform for staff and parents. In addition, they ensure that staff complete mandatory training and have opportunities for further training to enhance their skills. They seek children's views through a suggestion box, which positively impacts the activities they offer.

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Leadership and governance Expected standard

Leaders and staff develop positive partnerships with parents. They comment that their children are happy at the club and praise the continuity of care between the host school and the club. Generally, they say communication is good during drop off and collection. However, there is currently no system for them to share their views or make suggestions about the club's development. There is an effective partnership with the host school. Leaders meet regularly with staff to share information that helps the club maintain consistent care and support for children. Children, including those with special educational needs and/or disabilities, and those who face barriers to learning, benefit from the continuous communication between the host school and the club.

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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 arrive and settle well into their time at the club. They demonstrate familiarity with the staff team and clear behaviour expectations are in place. Children show a sense of belonging, confidently placing their coats and bags in their class box before going off to play.

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Inspector:

Clare Walton Staff build warm, nurturing relationships with the children, helping them feel secure in their surroundings. Children speak warmly about attending the club. They talk about the activities they look forward to, the friends they like to play with and their favourite sandwiches for snack time. A designated member of staff supports the younger children. This helps to ensure a smooth transition from school and ensures they feel safe and cared for.

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Inspector:

Leaders provide a wide range of activities for children to engage in. Children make choices about where they want to play and who they play with. This helps younger and older children build positive relationships as they play happily together. Indoors, children enjoy drawing pictures of their family. They are keen to talk about their pictures and can chose whether to display them at the club or take them home. Outdoors, children readily participate in games, such as blowing bubbles and dancing with streamers, as they celebrate 'International Dance Day'. This provides them with opportunities to consolidate their physical skills. It also enables them to demonstrate a secure understanding of rules and boundaries. Children show a positive attitude during their time at the club.

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Inspector:

Children with special educational needs and/or disabilities, and other barriers to learning, are well supported. They take part alongside their peers and successfully access activities. Staff use the shared strategies from the host school to support them. For example, they interact through clear instructions and communication. Leaders monitor attendance closely. They take prompt action if children do not arrive at the setting and quickly find out about children's whereabouts with the school and parents.

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Next steps

Leaders should enhance the use of parents' views and feedback in the continuous improvement plan so that the provision reflects parents' thoughts and ideas. Leaders should continue to evaluate the club's routine and organisation, particularly the purposeful use of certain areas, to maintain children's engagement.

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About this inspection

The inspector spoke with leaders, staff, children and parents 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:

Coten End Primary School Warwick CV34 4NP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Onside Coaching (Childcare and PE) Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 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

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