Rocketeers

Rocketeers

Unique reference number (URN): 2825218 Address: Kilnwood Vale Primary School, Calvert Link, Faygate, Horsham, RH12 0BZ Type: Childcare on non-domestic premises Registered with Ofsted: 09/01/2025 Registers: EYR, CCR, VCR Registered person: Kegra 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 feel safe, secure and confident because they understand the well-established routines of the setting. Knowing what will happen next helps them to settle quickly and to move calmly between activities. Staff create a warm, positive atmosphere, where all children are listened to. Their attentive approach ensures children know that their thoughts and views matter.

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Behaviour, attitudes and establishing routines Strong standard

Children behave notably well, following instructions promptly and showing enjoyment of each other's company. Children play with their peers cooperatively, taking turns and sharing resources with ease. They begin to form friendships with children they do not usually interact with in school, for example those in other year groups. Staff model positive interactions and reinforce expectations consistently. This supports children to manage their behaviour successfully.

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Behaviour, attitudes and establishing routines Strong standard

Children build trusting bonds with staff, which contributes to a harmonious and inclusive environment. Staff respond sensitively to children's emotional needs, offering reassurance and guidance that helps them to regulate their emotions. Attendance is monitored and promoted effectively, ensuring that consistent routines are established for children. Leaders promote the importance of regular attendance to help children feel settled and secure.

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Children's welfare and wellbeing Strong standard

Leaders ensure that there are consistently high standards of care in the setting. This highly effective practice helps children feel safe, secure and emotionally settled from the moment they arrive. The environment is carefully managed to promote children's safety and to create a warm, welcoming space where all children, including those with special educational needs and / or disabilities, feel they belong. For example, every child that attends has their name displayed on the wall during sessions, showing they are part of the group.

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Children's welfare and wellbeing Strong standard

Hygiene routines are of a high standard. Staff promote hygiene effectively, encouraging children to develop independence in these skills. Clear routines for handwashing and staff modelling tidy, hygienic practice, help children understand how to keep themselves healthy. Children develop their independence skills during mealtimes. They peel their own fruit, make healthy choices about what they would like to eat and take responsibility for clearing their plates afterwards. These routines support children's confidence, self-care and understanding of healthy habits.

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Children's welfare and wellbeing Strong standard

The key-person approach is highly effective. From the very beginning, children form secure relationships with staff, who know them well. Staff support children sensitively as they settle in and help them to build friendships with others, ensuring every child feels included and emotionally supported.

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Inclusion Expected standard

Children, including those with special educational needs and/or disabilities, are typically supported appropriately. Staff understand children's individual personalities and characteristics well, even where they have only recently joined. This helps children to feel understood and welcomed from the outset. However, leaders do not always gather and share all relevant information about children who have barriers to their learning, to fully meet every child's individual needs. As a result, some opportunities to provide more tailored support are limited.

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Inclusion Expected standard

Staff sensitively adapt their approach to ensure that children feel included, supported and able to take part in activities alongside their peers. Staff respond calmly and thoughtfully, adjusting expectations and interactions so that children generally become confident and engaged. Staff observe children and have meaningful discussions with parents about any difficulties children may be experiencing. They get feedback from parents to help them to put targeted support in place for these children, which supports all children to have a sense of belonging.

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Inclusion Expected standard

Staff receive a range of training for further professional development. This helps them develop the knowledge and strategies required to support children. As a result, children experience a nurturing environment, where they are able to participate and make steady progress.

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Leadership and governance Expected standard

Leaders generally have a secure understanding of their strengths and have plans in place for further development of the setting. This ensures that children's experiences continue to improve over time. Children's welfare and wellbeing are consistently promoted to a high standard. Leaders have embedded consistent routines that enable staff to ensure that children are building on their independence and learning new skills.

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Leadership and governance Expected standard

Leaders typically support staff effectively. They provide opportunities for training and offer constructive feedback that helps staff build on their knowledge and skills. Staff report that their workloads are manageable and that leaders are supportive and guide them well in their practice. This contributes to a positive working culture, where staff feel valued. There are some instances where leaders have not gained enough information about individual children's needs or shared information with staff. This means that staff do not always have the information they need to fully support children.

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Leadership and governance Expected standard

Although leaders have begun to work more closely with other professionals, parents and carers, these partnerships are not consistently secure. This means that staff do not always have in-depth knowledge of children to meet their needs at the highest possible level, particularly for those who may require additional support.

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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 benefit from a calm, nurturing atmosphere, where they can relax and feel at ease. They choose from a range of engaging activities, such as crafts and construction play, which support their creativity. They enjoy daily access to a large outdoor space, where they take part in group games, run freely and enjoy the fresh air. This balance of indoor and outdoor opportunities helps children to have some important rest time as well as time to be active and release some energy.

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Address:

Kilnwood Vale Primary School Calvert Link, Faygate Staff build positive relationships with the children. They take time to listen, showing genuine interest as children share stories about their school day. Staff are warm and friendly toward the children. They know the children well and what support each child may need during their time in the setting. This helps children to feel valued, strengthening their sense of belonging.

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Address:

Children enjoy a social snack time. They choose from a selection of healthy foods and staff encourage conversation about their likes and dislikes as well as encouraging the children to talk socially. Children make relationships with other children that they may not ordinarily mix with. For example, children in different age groups work together to play a ball game outside. This helps them to build on their skills to make relationships and play cooperatively with others.

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Next steps

Leaders should develop procedures to strengthen communication with staff to ensure they have the relevant information to meet children's needs. Leaders should strengthen partnerships with parents, carers and other professionals to ensure that all relevant information is shared and that targeted strategies are put in place to support all children, particularly those who need additional help.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs and/or disabilities coordinator and designated safeguarding lead 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. Horsham RH12 0BZ Type: Childcare on non-domestic premises

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 08:40,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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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