Kids Club Quinton

Kids Club Quinton

Unique reference number (URN): 2834149 Address: Quinton Primary School, Lower Quinton, Stratford-upon-Avon, CV37 8SA Type: Childcare on non-domestic premises Registered with Ofsted: 24/04/2025 Registers: EYR, CCR 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 Strong standard

Leaders promote the importance of children's attendance, working with the on-site school and parents to enable children to gain the most from their daily experiences. Children thoroughly enjoy attending. There is a sense of calm in the atmosphere of the club. Staff ensure children feel confident and make choices about what they play, how they play and who with. Staff are innovative in their approaches and intentionally plan exciting activities, which help children to continue the development of their social skills, while playing in mixed- age groups. For example, children listen to the clearly explained rules for a game and wait patiently, ready to start. Children excitedly rush about helping each other in their teams to turn over cones in a race against the opposing team. Children encourage each other and respond to staff reminders to be careful not to collide with others. Throughout, children show

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Behaviour, attitudes and establishing routines Strong standard

positive attitudes to engaging with others at the club. These well-thought-through activities help children to have fun and flourish in an environment, where their wellbeing is nurtured and supported.

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Behaviour, attitudes and establishing routines Strong standard

Children know how to behave well as the expectations of their behaviour are clear. At times, when children may struggle to regulate their emotions, because staff have a precise understanding of each child, they tailor their approaches to ensure the youngest children begin to understand and name their emotions and join in with tasks, such as tidying away toys. Children receive purposeful and timely praise for their positive behaviours, which motivates them to contribute even more. Children develop their emotional skills well, to carry these skills through into their future learning experiences.

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Children's welfare and wellbeing Strong standard

Leaders consistently ensure that the wellbeing of children is prioritised in practice in the setting. Their rigorous approach to sharing information with the school about the children who attend and with parents means that staff are well equipped to provide what children need, while removing any barriers children may face to engage as fully as possible in life at the club. Because information sharing is so well established, staff's engagement with children is highly responsive to any changes in their individual needs.

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Children's welfare and wellbeing Strong standard

Children gain consistency from the routines of the club. For example, they instinctively know when to wash their hands, before meals and after using the toilet. Children make healthy choices about the snacks they eat. They make choices of healthy fruit and pour their own drinks. Children know that drinking regularly helps them to continue to be healthy.

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Children's welfare and wellbeing Strong standard

Children have fun and enjoy challenging themselves while using climbing equipment. Staff are on hand to provide support and encouragement, as needed, and to deliver appropriate safety messages for children to learn how to keep themselves safe. Children repeat their actions as they jump between tyres and climb up higher than before. This helps children to build confidence in their abilities as well as strengthen their muscles and practise balance. Children enjoy exerting their energy and being active at the end of the school day. The majority select to play outdoors and enjoy the fun physical games that are arranged. For example, they giggle while running as fast as they can between set points, dodging a ball

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Expected standard

that is thrown towards them. They celebrate each other when they reach the other side unscathed. The choices children make help them to continue to make these healthy choices in other aspects of their lives.

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Inclusion Strong standard

Although all staff who work at the club are drawn from the on-site school, where children attend, regular purposeful meetings are held with school leaders to gain a deeper understanding of each child, including children with special educational needs and /or disabilities and those who face other barriers to their learning and/or wellbeing. This helps staff to make amendments to their practice, interactions and to make any necessary adaptations to routines in the club, so that all children receive the support they need. Staff have attended extensive training to understand the required approach for each child. Detailed daily information is exchanged, when children are collected from their classrooms to help staff to understand what children need to help them to engage. For example, children who feel wary on arrival have the time they need to gradually ease into the club and, before long, they are fully engaged in the exciting experiences outdoors. Staff ensure

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Inclusion Strong standard

that the activities and experiences incorporate any amendments and adaptations so that they are inclusive for all children to take part in if they choose to.

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Inclusion Strong standard

Leaders ensure that sound relationships between the club, parents and school are well established so that communication is effective and in the best interests of children. They work together to reduce any barriers to children's enjoyment and engagement at the club.

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Leadership and governance Expected standard

Leaders have a clear oversight of the provision and the children attending. They make informed decisions about how the setting is run, in the best interests of these children and their needs. Leaders are passionate about inclusion for all children and ensure that each child's needs are well considered to enable them to fully take part in the activities and routines at each session. They share ideas and expertise across the club's other settings, which helps to expand the provision of the activities on offer.

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Leadership and governance Expected standard

Leaders have accurately identified the setting's strengths, particularly around their knowledge of each child and how they consistently strive to include all children in every aspect of the setting. It is evident that attendance at this setting benefits all children and helps to reduce the barriers to their engagement in the club, such as reducing anxieties when engaging with larger groups and older children. Leaders ensure they are flexible to enable children to benefit from attending regularly.

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Leadership and governance Expected standard

Leaders ensure that all staff receive the required training, such as for safeguarding and paediatric first aid. Staff do have opportunities to reflect on their practice with leaders and to ensure that any additional training that is available is completed to enhance staff skills further. That said, staff do not yet receive opportunities to more fully reflect on the learning they gain from training to keep their knowledge at the forefront.

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

Children are excited to attend the club. They are greeted and welcomed by kind and nurturing staff, who know them well. Children build established relationships with staff and are keen to talk with them after their busy school day. Staff are attentive and listen to what children say, which helps them to feel valued. Children with special educational needs and/or disabilities and those who may face other barriers to their learning and wellbeing receive the carefully considered care and attention they need. For example, younger children go to staff for comfort and reassurance. This helps children to feel safe and secure and begin to engage with their peers and others in the activities that are prepared for them. The youngest children become increasingly independent at the club. They receive the initial help they need to understand the routines and what is expected of them. Over time, they become confident to complete tasks for themselves, such as gathering their snacks and

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

deciding where to sit and who to play with.

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

Adaptations are considered well by staff to ensure that individual children understand the expectations of behaviour at the club. Gentle reminders and consistent messages for children about how to keep themselves and others safe help children to show consistently positive behaviours as they respond well to these reminders.

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Address:

Quinton Primary School Lower Quinton Stratford-upon-Avon CV37 8SA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 24/04/2025 Parents speak positively about the club and comment on how well staff know their children, which helps them to thrive in this calm and happy environment. Leaders ensure they are flexible to support parents to ensure children attend regularly. Children benefit from abundant opportunities that they may not ordinarily experience in play, together with children of all ages. This helps them to build confidence among other groups and to develop their social skills. Older children enjoy spending time with those who are younger and offering help and support. They learn how to be kind and considerate towards others. This learning helps children to build and sustain friendships, which are skills they will carry into their future lives and other new experiences.

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Next steps

Leaders should ensure staff have time to discuss and reflect on key areas from training to continue to strengthen their knowledge and keep it current.

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About this inspection

The inspector spoke with leaders, staff 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. Registered person: Onside Coaching (Childcare and PE) Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 17:45

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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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