K2K Play

K2K Play

Unique reference number (URN): 2799227 Address: Valley Invicta Primary School at Kings Hill, Warwick Way, Kings Hill, ME19 4AL Type: Childcare on non-domestic premises Registered with Ofsted: 19/08/2024 Registers: EYR, CCR, VCR Registered person: K2K Play 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 Strong standard

Children thrive in a calm, positive environment with clear expectations for behaviour. Staff model kindness, respect and patience, helping children collaborate, share and resolve minor disagreements. They understand children's individual needs and respond sensitively, using their knowledge of triggers and regulation strategies to prevent escalation and maintain a harmonious atmosphere.

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Behaviour, attitudes and establishing routines Strong standard

Routines are well established and help children feel secure. On arrival, children are welcomed warmly, the register is completed and staff are deployed thoughtfully to maintain safety. Children know what to expect during tea time, when moving between activities and when preparing to go home. Younger children benefit from predictable routines that help them settle quickly and feel confident.

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Behaviour, attitudes and establishing routines Strong standard

Children show positive attitudes to play. They are confident, inquisitive and eager to join in. They support one another, including offering help with hygiene routines and teaching younger children how to play new games. Staff adapt expectations sensitively for children with special educational needs and/or disabilities or barriers to participation, ensuring that planned activities are accessible for all children.

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Behaviour, attitudes and establishing routines Strong standard

Attendance is managed effectively. Staff communicate closely with the school to check on children who do not arrive as expected, ensuring they are safe. They work with teachers to understand patterns of non-attendance and address underlying issues. Children feel secure because staff are consistently present, attentive and responsive.

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Children's welfare and wellbeing Strong standard

Children's welfare is prioritised throughout the session. Staff build secure, trusting relationships that help children feel safe and emotionally supported. They recognise when children need space, comfort or reassurance and respond with sensitivity. For example, when a child needs time alone, staff remain nearby to offer gentle connection while respecting their need for quiet time.

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Children's welfare and wellbeing Strong standard

Children learn about keeping themselves healthy and safe. They access nutritious snacks and follow hygiene routines. Dietary needs are managed effectively. Children make choices about what they eat and talk confidently about healthy options.

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Children's welfare and wellbeing Strong standard

Children develop physical skills through activities that promote movement, coordination and confidence. Staff help children understand and manage their emotions, using calm conversations, predictable routines and sensitive modelling to support children's emotional needs. Children express their feelings safely and know staff will listen and help them.

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Children's welfare and wellbeing Strong standard

The environment is organised to meet children's needs. Resources are accessible, familiar and chosen to reflect children's interests, such as themed play items or games linked to school clubs. This helps children feel secure, engaged and able to express themselves. Staff ensure the club is safe and maintain a warm, responsive atmosphere, where children flourish.

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Inclusion Strong standard

Leaders have established an inclusive culture, where every child's needs are understood, anticipated and supported. Staff work closely with school professionals to gather detailed information about children's needs, including those with special educational needs and/or disabilities and children who may need additional support. Daily handovers with teachers ensure staff have up to date information about children's wellbeing, emotional needs and any emerging concerns.

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Inclusion Strong standard

Staff use this knowledge to make thoughtful adaptations. Children who benefit from sensory input are offered calm spaces, predictable routines and tailored resources. Strategies that are shared by school are implemented consistently. Children who need time alone to regulate are supported sensitively, with staff remaining nearby to offer gentle connection while respecting their need for space.

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Inclusion Strong standard

Children recognise and celebrate differences. They greet peers warmly, understand others' needs, and explain to younger children why routines may need adapting. Staff model inclusive language and conversations, helping children understand similarities, differences and needs at an age-appropriate level.

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Inclusion Strong standard

Leaders monitor children's needs through ongoing dialogue with teachers and parents. They review the impact of adaptations and adjust practice where needed. Staff have robust knowledge of inclusive practice and develop their understanding of this regularly as a team. This helps them reduce barriers effectively and create an environment, where all children feel valued, supported and able to participate.

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Leadership and governance Strong standard

Leaders have established a reflective, child-centred culture. They understand the strengths of the club and take thoughtful action to improve practice. Their partnership with the school is strong, enabling effective information-sharing and consistent support for children, particularly those with special educational needs and/or disabilities.

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Leadership and governance Strong standard

Policies and procedures are clear, up to date and implemented consistently. Staff understand expectations around routines, communication, behaviour and inclusion and apply them confidently in daily practice. Leaders ensure all required checks, references and training records are maintained and that safer recruitment processes are followed. Induction is well structured, with a mentor system that supports new staff to understand policies, routines and expectations.

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Leadership and governance Strong standard

Leaders ensure staff are well supported and confident in their roles. They provide regular opportunities for professional discussion, including time to reflect on children's needs, staff wellbeing and ongoing development. Leaders encourage continuous improvement and use this effectively in daily practice. Staff speak positively about the guidance they receive and feel equipped to meet children's needs consistently. Leaders evaluate the provision regularly and use feedback from staff, parents and children to inform development. Leaders plans to extend children's thinking and broadening activity opportunities are in their infancy, however, their reflective practice ensures the provision remains responsive, inclusive and safe.

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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 confidently and happily, greeted warmly by staff, who know them well and take time to ask about their day and how they are feeling. This attuned welcome helps children feel secure from the moment they enter. Staff are positioned thoughtfully to maintain safety while purposefully engaging and interacting with children. Children settle quickly, placing their bags down and immediately accessing familiar resources that reflect their interests, personalities and ideas.

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

Children collaborate well, negotiate roles in play and support one another. Older children teach younger ones how to play games patiently and sensitively, while younger children confidently join in imaginative play, construction and craft activities. Children show curiosity and kindness, when meeting visitors, asking thoughtful questions and showing respect and confidence in conversation.

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

Children with special educational needs and/or disabilities or barriers to participation are fully included. Staff understand individual regulation needs and make sensitive adaptations. For example, children needing time and space to settle are provided with calming resources and staff maintain gentle, low-demand interactions. Peers greet each other warmly and show empathy and understanding to others' needs.

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

Snack time is sociable and inclusive. Children help one another, engage in conversation and make choices from healthy options, such as fruit, vegetables, wraps and yogurts. Children feel valued and like they belong here. They are welcomed, respected and their ideas contribute to the planning of the session. They thrive socially, emotionally and physically in a nurturing environment, where they feel safe, supported and happy.

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Next steps

Leaders should continue to build on the already strong practice of responding to children's interests by offering occasional opportunities for them to shape new activities and resources, further enriching the variety of experiences available.

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About this inspection

The inspector spoke with leaders, 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:

Valley Invicta Primary School at Kings Hill Warwick Way Kings Hill ME19 4AL

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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

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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