Fitt4Kids Limited at Stratford Primary School

Fitt4Kids Limited at Stratford Primary School

Unique reference number (URN): 2803981 Address: Stratford Primary School, Broad Street, Stratford-upon-avon, CV37 6HN Type: Childcare on non-domestic premises Registered with Ofsted: 09/09/2024 Registers: EYR, CCR, VCR Registered person: Fitt4kids 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 Expected standard

Children at the club show positive attitudes to play, learning and developing new skills. Staff generally reinforce regular routines. When there needs to be a change to these routines, such as days when it is too hot to play outside, staff help children to understand the reasons why. Children show resilience when changes occur and happily relocate to a cooler classroom. On arrival, children typically choose the activity that best suits their feelings and needs and settle well. Most children choose to play with their friends and engage in group activities, such as football card games, model building and creating bracelets. Other children are well supported to find a quiet space to readjust after the transition from the school day. They are provided with their preferred activity, which promotes a calm environment. Children respect each other's choices and staff regularly check in with those children choosing a

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Behaviour, attitudes and establishing routines Expected standard

more solitary activity. This promotes a sense of wellbeing and security.

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Behaviour, attitudes and establishing routines Expected standard

Warm, familiar interactions between staff and children create a secure atmosphere, where children generally respond well to instructions and happily engage in activities. They cooperate well, share resources and support one another to learn new skills. Leaders understand the importance of good attendance and punctuality. They have strong links with the host school and quickly follow up any unexplained absences and support requests for attendance at club on the day. This helps children to keep to safe and familiar routines.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well as staff implement clear, consistent strategies. Children know what to expect throughout the session and staff are positive role models. This ensures children feel supported and secure. Children explain that if someone is unkind and makes them feel sad, they tell their key person. Staff quickly respond to any disagreements and sensitively support children to think of solutions to resolve differences in a good-natured way. This supports emotional regulation and strengthens positive relationships.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have set clear routines and expectations that help children feel safe, behave well and grow in confidence. This creates a relaxed environment, where children of different ages play and learn together.

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Children's welfare and wellbeing Expected standard

Children are confident to approach staff for guidance and reassurance. Staff typically respond with a sound knowledge of each child's individual needs to help children understand and manage their concerns and emotions. Children work together on joint activities and typically show developing self-confidence in group situations. For example, they create small groups for team games and learn problem-solving skills together. Children are sensitively supported to maintain established routines, such as handwashing, sitting at the table to eat and tidying away toys and resources. This generally promotes children's increasing knowledge of self-care skills and independence. Children learn how to keep themselves and others safe as they competently use small tools during craft activities and calmly move about the school. Children generally understand about healthy lifestyles. The club is led by skilled sports

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Children's welfare and wellbeing Expected standard

coaches, who plan many opportunities for children to participate in outdoor activities that promote coordination, balance and teamwork. However, the links between being active and a good diet are not consistently supported with healthy food choices at mealtimes. Therefore, children's knowledge of what constitutes a typically healthy lifestyle is not fully embedded

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Inclusion Expected standard

Leaders work well with parents, carers and teachers to gather the best information they can to support children with special educational needs and/or disabilities and barriers to learning. Therefore, children with identified needs are given opportunities to fully participate in activities and be involved in making personal choices. Leaders keep up to date with children's individual needs. Information regarding children's health and support plans is freely accessible at each session. Regular reviews during team meetings ensure appropriate strategies are agreed. This promotes a supportive, inclusive culture across the club.

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Inclusion Expected standard

Leaders are sound role models and promote a calm and caring environment. Children engage in fun and interesting discussions with leaders and friends. For example, the skills of female and male footballers were discussed during a card game and staff supported children to listen to each other and value differing opinions. Staff know children well and are intuitive in enabling children to be involved in group routines. Leaders are thoughtful when meeting the identified needs of children and are consistent in asking children how they wish to be supported. Children are generally given time to think before responding and leaders offer options to support decision-making. This approach means children feel valued as part of the group.

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Inclusion Expected standard

Leaders actively work with teachers to identify ways in which additional funding can support the attendance of children and to provide specific resources and activities to further enrich the experiences of disadvantaged children who attend the club. Leaders participate in a holiday programme that provides meals, exercise and activities for eligible children. This enables disadvantaged children to access familiar support during school holidays.

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Leadership and governance Expected standard

Leadership of the club is effective and generally provides a clear sense of direction. Leaders understand the setting's background and the needs of the children who attend the club. Leader are committed to offering positive experiences to them. They recognise the importance of valuing children as individuals to ensure they can fully participate and feel included in the setting. They actively promote children's safety and wellbeing and leaders see this as a particular area of strength across the organisation.

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Leadership and governance Expected standard

Leaders value staff wellbeing. Staff receive weekly safeguarding updates, including quizzes and discussions to strengthen their knowledge and understanding of their responsibilities. Leaders also provide group opportunities for staff to share any concerns or to review operational aspects to improve the quality of the provision. Leaders actively monitor staff workloads to ensure expectations are manageable. Thereby, ensuring staff can focus on delivering a positive supportive experience for all children. Leaders and staff regularly complete mandatory training to ensure they develop a sound understanding of organisational policies and procedures. Ongoing professional development is planned and learning is shared with other team members to keep staff knowledge current and to further promote consistent practice.

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Leadership and governance Expected standard

Parents speak positively about the club and highlight the progress in their child's confidence and engagement. They appreciate the welcoming relationships with staff and the flexible attendance arrangements so children can attend the safety of the club at short notice.

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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 their time at this welcoming, inclusive club. They settle quickly into the planned activities, which are tailored to their interests and needs. Staff provide a range of experiences that enable children to develop their skills and build positive friendships. The consistent staff team creates a warm, secure environment, where children are happy and safe. Children confidently seek out staff for reassurance or guidance, and staff respond sensitively, enabling them to confidently return to play. Leaders ensure that children with special educational needs and/or disabilities, or barriers to learning, are provided with individual support to fully participate in the routines of the club and build relationships with their peers.

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

Children know what is expected from them and follow the group rules as soon as they arrive at the club classroom. Children have well-established friendships, and welcoming conversations take place as they come together after the school day. On arrival, children work together to set out tables and resources to present a welcoming environment. Staff join in these activities, supporting safe practices and promoting teamwork.

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

Children behave very well. They are kind and considerate, and positive relationships are well established. Children respond well to adults' requests and quickly adapt their actions. Staff support children to resolve minor disputes through discussion and offering alternative choices. Thereby, helping children develop useful skills for later life.

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

Leaders work effectively with parents, carers and schools to reflect children's individual preferences and routines. This fosters consistency in practice and reduces barriers to participation and engagement. Attendance is closely monitored, ensuring children are always accounted for. Parents and carers are warmly welcomed, and staff value their contributions, helping children feel valued and included.

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Next steps

Leaders should consider how children learn about healthy food choices to further encourage their understanding of a healthy lifestyle.

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About this inspection

The inspector spoke with leaders, staff, children and parents and carers 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:

Stratford Primary School Broad Street Stratford-upon-avon CV37 6HN

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:50 - 08:50,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 17:30,Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:00

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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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