Marty's Club Ltd

Marty's Club Ltd

Unique reference number (URN): EY246630 Address: English Martyrs Church Hall, High Street, Hillmorton, Rugby, CV21 4EE Type: Childcare on non-domestic premises Registered with Ofsted: 30/10/2002 Registers: EYR, CCR, VCR Registered person: Marty's Club 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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Behaviour, attitudes and establishing routines Expected standard

Leaders ensure children regularly engage in cooperative play. For example, children play board games, build models and create cards and posters, where they take turns, follow clear rules and learn to celebrate each other's successes. This encourages teamwork and problem-solving skills while helping children build positive relationships with their peers. Children with special educational needs and/or disabilities are supported to take part in these activities as staff use clear explanations and model new skills with kindness and support. This approach promotes inclusion and self-confidence.

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Behaviour, attitudes and establishing routines Expected standard

Leaders encourage good behaviour by setting clear expectations. They teach children to be patient and take turns during meals and group events, promoting cooperation and an understanding of fairness. Leaders spend time sitting with children, joining in their games and modelling how to politely ask for help and share resources. When disagreements arise during games, staff guide children through discussions to solve issues and share responsibilities in finding solutions.

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Behaviour, attitudes and establishing routines Expected standard

Leaders are quick to respond if children become emotional or frustrated and provide reassurance and space to help children understand and manage their reactions. Leaders have regular conversations with parents to share daily information and reinforce the importance of regular attendance. This welcoming atmosphere helps strengthen social skills and prepare children for experiences in later life.

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Inclusion Expected standard

Leaders have established clear procedures that allow parents to communicate important details, such as children's health and individual requirements. These systems ensure staff can maintain current support and deliver care tailored to each child. Staff are familiar with the children and use this information to meet their individual needs efficiently.

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Inclusion Expected standard

Staff use effective strategies to reduce barriers to learning and promote involvement for all children. They join in with children's play, adapt activities and model alternative approaches to learning to suit different ages and abilities. For example, during a card game staff sensitively provide verbal clues to help children identify the correct card and complete the game. Staff follow children's ideas and join in with their play with humour and interest. This means children feel valued and their views respected.

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Inclusion Expected standard

Children are learning to recognise their own needs. They are confident to independently access the bathroom, play with their friends in a group or seek a quiet space to read or relax. Staff gently remind children to let their friends have some quiet time and check if children need any further support. This approach supports children's emotional wellbeing.

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Inclusion Expected standard

Leaders discuss the use of any additional funding with parents to promote support in focused areas of development to further improve children's participation in the group.

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Children's welfare and wellbeing Needs attention

Leaders do not implement effective procedures to keep staff training up to date. Although staff are familiar with first-aid procedures, they do not hold a current first-aid certificate. This does not help to ensure that their knowledge and first-aid practice remains updated. Despite this, leaders know children very well and greet them with enthusiasm and kindness. Children are keen to share their experiences, and staff are interested to hear about their school day. Well-established relationships are embedded so children feel safe and supported.

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Children's welfare and wellbeing Needs attention

Children develop a sense of safety. They learn to look for cars and stay on the pavement as they walk to the club. Children skilfully manoeuvre equipment and resources to create different play spaces using safe methods modelled by leaders. Staff encourage all children, including those with special educational needs and/or disabilities, to try new challenges, helping them build confidence and resilience.

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Children's welfare and wellbeing Needs attention

Children learn about healthy lifestyles. Children access outdoor space to play ball games, create chalk artwork on walls and enjoy the fresh air. They routinely wash hands before selecting from a variety of food and engage in discussions about nutritious choices. Mealtimes are a sociable occasion. Children make space for friends at the table and amicable conversations take place. Nevertheless, there is scope to further enhance children's independence by increasing their involvement in food preparation and service.

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Leadership and governance Needs attention

Leaders lack robust systems to ensure staff renew mandatory training within the required time frame. At the time of the inspection, no staff member possessed a valid paediatric first- aid certificate to help keep their practice up to date. However, staff remain confident in their roles and responsibilities to provide the correct support and treatment for children who may have an accident while at the club. Staff access online training to promote their understanding of children's health conditions, such as asthma, epilepsy and allergic reactions, to help ensure their needs are met. This means children's health and wellbeing are supported, overall.

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Leadership and governance Needs attention

Leaders have worked with the local authority to review safeguarding policies and update staff training. All staff are now confident in their safeguarding roles and responsibilities and are familiar with local procedures to follow should concerns arise regarding an adult involved in the care of children. The updated safeguarding policy is displayed for parents and staff to access. Children are taught to assess risks during their daily activities and are confident to let staff know if equipment or resources are broken. This fosters a unified approach to maintaining children's safety and wellbeing.

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Leadership and governance Needs attention

Leaders maintain effective communication with parents through daily conversations. Parents report they receive regular updates and are invited to give feedback. Leaders actively seek and respond to children's views and requests. This fosters a sense of inclusion and value for all children.

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Compulsory Childcare Register requirements

This setting has not 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 not 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 do not have sufficient oversight of the legal requirements of the early years foundation stage. Planning for the renewal of paediatric first-aid training is ineffective and has led to a breach of requirements. Leaders do not ensure that at least one member of staff working directly with children holds up to date paediatric first-aid training. This does not help to ensure that their practice is updated in line with current guidelines. Despite this, the risk to children is minimal as staff demonstrate confidence in their ability to respond appropriately to accidents or injuries. Children are eager to attend and thoroughly enjoy their time at the setting. Staff maintain regular routines so children who have flexible attendance patterns feel safe and secure when they attend. Leaders ensure that children with special educational needs and /or disabilities or barriers to their learning are provided with individual support to fully participate

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

in the routines of the club and build relationships with their peers. Leaders work effectively with parents and schools to align health and care routines, ensuring consistency in practice and reducing barriers for children.

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

Children know what is expected from them and follow the group rules as soon as they are collected from the school playground. Children buddy up with their friends and welcoming conversations take place as they walk to the club. On arrival, children willingly put their belongings in allocated places, such as coats on hooks and water bottles on the table, and confidently help to set up the room for play. They work collectively to create a cosy book corner, set out small construction areas and put table and chairs in place for snack time. Staff join in these activities, supporting safe practices, promoting collaborative working and building positive relationships.

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

Children behave very well. They are kind and considerate and positive relationships are well established. Children respond well to request from adults and gently remind their friends and adults of group rules. Staff encourage children to resolve minor conflicts in a fair and consistent manner. This approach means children develop skills that will support them in later life.

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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 action by the assigned date:

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Action Completion Date

implement procedures to ensure at least one member of staff with paediatric first-aid training is always on site when children are cared for 15/05/2026

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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:

English Martyrs Church Hall High Street Hillmorton Rugby CV21 4EE

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Address:

Type: Childcare on non-domestic premises

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Address:

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