Kids F1rst LTD

Kids F1rst LTD

Unique reference number (URN): 2805633 Address: Tibberton Village Hall, Vardroe Way, Tibberton, Droitwich, WR9 7TG Type: Childcare on non-domestic premises Registered with Ofsted: 21/08/2024 Registers: EYR, CCR, VCR Registered person: Kids F1rst 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 establish clear expectations for children's behaviour and daily routines. Staff provide calm guidance and encouragement, helping children to understand these expectations, cooperate with their friends and develop positive attitudes towards one another. Staff recognise the importance of children being physically active after the school day and provide regular opportunities for outdoor play. They actively join in with children's games, encouraging teamwork, confidence and enjoyment. Children, including those who face barriers to their learning and behaviour, typically respond well to staff's support and behave appropriately throughout the session. Staff listen to children's ideas and interests, and respond by introducing resources that reflect their preferences. For example, they provide new construction toys and games in response to children's suggestions. This helps children remain engaged in their play, and strengthens their sense of belonging within the

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Behaviour, attitudes and establishing routines Expected standard

Leaders encourage staff to promote children's independence through everyday routines. Children independently store their bags, wash their hands and access resources as they arrive. However, staff do not consistently build on these opportunities to further develop children's independence. On occasion, staff complete tasks that children are capable of undertaking with appropriate support, such as during snack time. As a result, children do not always develop increasing levels of responsibility and independence through the daily experiences the club provides.

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Children's welfare and wellbeing Expected standard

Leaders ensure children's welfare and wellbeing underpin the club's daily practice. Staff know children well and provide reassurance and emotional support that helps children feel safe and secure. They respond sensitively to children's individual needs and ensure that children, including those who face barriers to their learning and behaviour, are typically well supported throughout the session. Staff promote healthy lifestyles through everyday routines. They encourage children to wash their hands before eating, drink water regularly and take part in outdoor physical play. During periods of hot weather, staff remind children to wear hats, stay hydrated and seek shade when needed. This helps children learn how to keep themselves healthy and safe.

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Children's welfare and wellbeing Expected standard

Leaders work effectively with parents and carers, the host school and other professionals to support children's wellbeing. They make flexible arrangements so that children can attend school events, such as performances and productions, before returning to the club where appropriate. Staff share relevant information with families and the school to help meet children's changing needs. This provides children with continuity of care and helps them feel secure as they move between school and the club. Leaders ensure that staff recognise the importance of supporting children's physical and emotional wellbeing after the school day. As a result, children typically enjoy attending the club and feel safe, valued and well supported.

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Inclusion Expected standard

Leaders establish effective partnerships with parents and carers, the host school and other professionals, to identify children's individual needs and any barriers to their learning or wellbeing. They ensure that staff understand the strategies needed to support children, who may experience barriers to their learning, development or wellbeing. Leaders seek and act on advice from the host school to ensure that staff implement consistent strategies at both the club and school. As a result, children experience familiar approaches to behaviour, toileting and individual support, that help them feel secure and well supported as they move between the 2 settings.

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Inclusion Expected standard

Leaders review children's needs regularly and respond promptly when additional support or training is required. For example, they arrange specialist training so that staff have the knowledge and confidence to meet children's individual healthcare and medical needs safely. Staff adapt their practice to meet children's individual needs and provide reassurance and encouragement so that children participate confidently alongside their peers.

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Inclusion Expected standard

Leaders monitor the effectiveness of the support children receive and review strategies as children's needs change. Staff implement agreed approaches consistently and adapt their practice to help children participate fully in the club. As a result, children who may face barriers to their learning, development or wellbeing, typically participate in the full range of experiences the club provides alongside their peers.

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Leadership and governance Expected standard

Leaders evaluate the quality of the club's provision regularly and use their findings to identify priorities for improvement. They gather the views of children, parents and carers and staff, and use this information effectively to strengthen the experiences they provide. Leaders support staff through regular supervision, professional development and ongoing discussions about practice. This helps to create a positive culture, where staff feel valued and work together to meet children's needs.

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Leadership and governance Expected standard

Leaders have established effective systems to monitor the quality of the provision. They observe practice, reflect on children's experiences and take appropriate action to address areas for development. Staff engage positively with this process and use feedback to strengthen their practice, helping to improve children's experiences over time.

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Leadership and governance Expected standard

Leaders have established effective daily routines that support the smooth running of the club. However, there are occasions when staff deployment and these routines do not fully support children's transition from school into the club. At these times, staff do not always engage with children as promptly as possible when they first arrive from school. As a result, opportunities to further support children's wellbeing, encourage active play and promote a smooth transition into the club are occasionally missed.

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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 enjoy attending this friendly after-school club, where they are welcomed by staff who know them well. Positive relationships with staff help children to feel safe and valued. Close partnership working with the host school helps children experience a smooth transition between the school day and the club.

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

Children enjoy spending time with their friends and choose from a range of activities that reflect their interests. They particularly enjoy outdoor play, where they enthusiastically take part in football games, cooperate with one another and respond positively to staff, who

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Address:

Tibberton Village Hall Vardroe Way, Tibberton Droitwich WR9 7TG

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Address:

Type: Childcare on non-domestic premises encourage and join in with their play. Staff use these opportunities to build children's confidence and extend conversations around their interests. Children respond well to staff's calm guidance and encouragement. They are polite, understand the club's expectations and enjoy being part of the welcoming community the club provides. Staff know children well and provide reassurance and support when they need it.

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Address:

Children become increasingly settled in the club's routines and engage in their chosen activities. They enjoy spending time with their friends in a relaxed and caring environment, where they feel confident to play, explore their interests and unwind after the school day.

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Next steps

Leaders should refine staff deployment and daily routines so that children benefit from consistent support as they transition from school into the club. Leaders should further promote children's independence by consistently embedding opportunities for children to take responsibility for everyday routines.

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About this inspection

The inspector spoke with children, staff and leaders.

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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. Registration date: 21/08/2024

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 03:30 - 06:00

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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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