Kimble's Club

Kimble's Club

Unique reference number (URN): 2790378 Address: Sawtry Youth & Community Centre, Green End Road, Sawtry, Huntingdon, PE28 5UX Type: Childcare on non-domestic premises Registered with Ofsted: 21/06/2024 Registers: EYR, CCR, VCR Registered person: LJC Childcare 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

Children's individual needs are identified through effective partnerships with families and schools. Staff speak regularly with parents at the beginning of each session to gather information about children's wellbeing and any circumstances that may affect their participation. This helps staff respond promptly to children's changing needs and provide appropriate support. Leaders promote an inclusive environment, where children can access activities and experiences successfully. A settling-in process helps children become familiar with routines and expectations before they start at the setting. Staff make thoughtful adaptations to reduce barriers to participation. For example, children can access headphones, sensory resources and quieter spaces when needed. Staff also use visual resources, including books containing photos of available activities and equipment, to help children make choices independently and communicate their preferences.

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Inclusion Strong standard

Staff support children's emotional wellbeing effectively. They sit alongside children, who are finding emotions difficult to manage, and provide reassurance and guidance to help them regulate. Staff use games and activities to encourage turn-taking and positive social interaction, enabling children to participate successfully with their peers.

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Inclusion Strong standard

Leaders and staff work closely with families and other professionals to help ensure children receive appropriate support. Adaptations are reviewed regularly and staff respond flexibly to children's needs. Children with additional needs are included fully in activities and routines. For example, during end-of-session group games, staff adapt activities so that children with additional physical needs can participate alongside their peers. As a result, children feel included, develop confidence and engage positively in the life of the setting.

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Leadership and governance Strong standard

Leaders are committed to providing a welcoming and inclusive provision and have established effective systems that support the day-to-day running of the setting. They reflect on aspects of their practice and make improvements that enhance children's experiences. However, leaders have not identified all areas where the quality of the provision could be strengthened. Despite this, they demonstrate a positive attitude towards continuous improvement and place children's needs and wellbeing at the centre of the decisions they make, helping to ensure children can access activities and opportunities regardless of their individual circumstances.

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Leadership and governance Strong standard

Leaders support staff wellbeing through effective organisation and communication. Staff work together as a cohesive team and use systems, such as walkie-talkies, to maintain communication and ensure the smooth running of the provision. Roles and responsibilities are clearly understood, enabling staff to work efficiently and provide consistent support for children. Professional development supports staff knowledge and practice. Staff access a range of training, including courses on the 'Prevent' duty, female genital mutilation awareness and positive behaviour management. Leaders use training opportunities to strengthen staff confidence and ensure staff remain informed about current guidance and best practice.

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Expected standard

Partnership working is a strength. Leaders maintain positive relationships with parents and provide clear information through parent packs, including photos of staff to help children and families become familiar with adults working in the setting. Leaders have also established effective communication with schools and value the information they receive. This helps promote continuity for children and enables staff to respond appropriately to their individual needs. Leaders maintain clear communication with families, helping to ensure children receive consistent support between home, school and the setting.

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Behaviour, attitudes and establishing routines Expected standard

Leaders create a positive environment, where expectations for behaviour are clear and mostly understood. Children contribute to developing the setting's rules, helping them to develop a sense of ownership and responsibility. However, staff's strategies are not always effective as some children do not consistently respond positively to routines and instructions.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between staff and children are warm, respectful and supportive. Staff act as positive role models and interact with children in a calm and consistent manner. Children approach staff confidently for support, conversation and reassurance, demonstrating that they feel safe and valued. Children are supported well to collaborate and build positive relationships with others. They work together during activities, share resources and learn to take turns. Leaders encourage children to take responsibility for their environment through roles, such as 'room checkers', where children help ensure resources are tidied away appropriately at the end of activities. This helps children develop independence, cooperation and a sense of contribution to the setting.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote a culture of kindness, care and respect. Staff understand and implement the setting's behaviour expectations consistently and make appropriate adjustments to support children with additional needs. The environment is organised thoughtfully to meet the needs of children of different ages, including those in the early years. Staff consider children's individual needs and stages of development when supporting behaviour and participation. As a result, children mostly behave well, show consideration for others and demonstrate positive attitudes towards play, learning and social interaction.

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Children's welfare and wellbeing Expected standard

Care practices support children's individual needs effectively and help them feel safe, secure and valued. Staff know the children well and respond sensitively to their emotional and welfare needs. Children with additional needs receive appropriate support and adaptations, enabling them to participate fully in the life of the setting alongside their peers. Children develop secure and trusting relationships with staff. They confidently seek support, share their experiences and engage in conversations with familiar adults. These positive relationships help children develop a strong sense of belonging and emotional wellbeing. Staff support children to develop healthy lifestyles and an understanding of personal wellbeing, however, children do not consistently wash their hands before meals. Children enjoy a varied and nutritious menu and are encouraged to make healthy choices. Daily routines promote independence, with children washing up their own bowls and cutlery after

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Children's welfare and wellbeing Expected standard

meals. Children also benefit from regular opportunities for physical activity, helping to support their health and physical development.

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Children's welfare and wellbeing Expected standard

Staff help children to recognise and manage their emotions through calm interactions, reassurance and consistent support. Children learn to express their feelings and are supported appropriately, when they need help to regulate their emotions. Leaders create an inclusive environment with high expectations for children's welfare and wellbeing. Staff also promote children's understanding of safe technology use. For example, children access age- appropriate games and activities, and staff reinforce key safety messages. Leaders share information with parents to help promote a consistent approach to online safety between home and the setting.

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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 happy and eager to attend this welcoming setting. They settle quickly into activities and demonstrate that they feel safe, valued and included. Positive relationships with staff help children develop a strong sense of belonging and confidence. Staff know the children well and create an environment, where children feel comfortable sharing their ideas, interests and experiences.

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

Children enjoy a broad range of engaging experiences that reflect their interests and encourage them to socialise with their friends. They take part in activities, such as board games, creative experiences and role play, where they practise turn-taking, communication and working together. For example, children enjoy styling model heads and practising plaiting techniques, expressing their creativity while engaging in activities they enjoy. Children also enthusiastically participate in group games, such as 'Bop It' and 'Splat', listening carefully, following instructions and encouraging one another.

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

Children thrive because leaders provide a varied programme of activities that reflects their interests and promotes their wellbeing. They benefit from regular opportunities for physical activity, including football, tennis and riding bicycles outdoors. Children cooperate, share resources and support one another during play. They also develop an awareness of the wider world through experiences, such as caring for caterpillars, visiting the library, taking part in litter-picking activities linked to World Earth Day and supporting local food bank collections. These experiences help children develop a sense of responsibility, community awareness and respect for others. Children enjoy their time at the setting and leave each session feeling happy, included and eager to return.

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Address:

Sawtry Youth & Community Centre Green End Road, Sawtry Huntingdon PE28 5UX

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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 : 15:00 - 18:00

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Next steps

Leaders and staff should consistently reinforce handwashing routines before meals and snacks to ensure children follow established hygiene practices. Leaders and staff should ensure the setting's agreed rules and expectations are applied consistently and embedded in daily practice.

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About this inspection

The inspector spoke with the leaders, staff 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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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. 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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