Kidz Come First

Kidz Come First

Unique reference number (URN): 2811678 Address: Brookfield Primary School, Hingeston Street, Birmingham, B18 6PU Type: Childcare on non-domestic premises Registered with Ofsted: 25/09/2024 Registers: EYR, CCR, VCR Registered person: Johnson, Natalie Delores

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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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Inclusion Strong standard

Leaders and staff have embedded a highly inclusive, nurturing culture, where children's individual needs are recognised and met. They ensure all children are supported so they can thrive. Leaders and staff have a well-established online system for parents. It provides clear information about the club and gives parents a simple way to share important details with staff. Leaders and staff work in partnership with parents to find out about children's likes, dislikes and potential sensitivities, enabling staff to plan responsively.

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Inclusion Strong standard

Leaders demonstrate a commitment to ensure children and families receive the right help at the right time. For example, leaders identify children who may benefit from extra support and nurture, and provide online wellbeing sessions to help children understand and regulate their emotions. Leaders ensure the club is tailored for children who face other barriers to their learning and/or wellbeing. They provide resources based on children's interests, such as a dolls' house to help younger children settle. In addition, the highly effective outdoor cabin also offers a calm, comfortable space for children to unwind after a long day at school.

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Inclusion Strong standard

Leaders work closely with schools and other professionals to share information and identify any changing needs. Daily communication with class teachers provides consistent care. Leaders and staff work with other agencies to make referrals and signpost support for families. Ongoing dialogue with parents strengthens this approach and ensures all children's individual needs are recognised and met.

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Behaviour, attitudes and establishing routines Expected standard

Generally, children know what is expected of them. Leaders and staff support children to fully participate in activities. They use familiar strategies, such as 'hands up' and counting down from 5 to 1, to gain children's attention and re-engage them in activities. However, staff do not always use these strategies to support children's behaviour. For example, when noise levels rise, younger children can find it difficult to stay focused and engaged.

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Behaviour, attitudes and establishing routines Expected standard

Children build trusting relationships with staff. Staff join play and use this time to get to know the children. This enables children to form attachments that help them feel safe and ready to learn. Children are kind and considerate to each other. They share resources and take turns. Older children naturally support the younger children. For example, they encourage younger children to build towers together using wooden blocks. Children demonstrate cooperative play. Staff support children as they play, offering choices and modelling new activities, such as golf. This helps children, including those previously known to children's social care and those who face other barriers to their learning, to develop key social and communication skills that help support future learning and wider life.

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Needs attention

Attendance is monitored closely, with clear communication between the club and the school. Regular newsletters and the use of online registers and systems keep families informed and reinforce the club's commitment to partnership working.

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Children's welfare and wellbeing Needs attention

While leaders recognise how important their policies are for promoting children's welfare and wellbeing, these policies are not always fully understood and followed by staff. For example, some staff do not follow the correct procedures for storing mobile phones securely and, occasionally, take out their phone to check the time. This lapse in practice does not fully promote children's welfare and wellbeing.

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Children's welfare and wellbeing Needs attention

Leaders and staff have created a welcoming space for all children at this club. Staff gather information from school staff to ensure effective communication and smooth transitions. This supports continuity of care and learning for all children. Children arrive happy and settle quickly. They make their own wraps using ingredients, such as cheese, ham and cucumber, pour their own drinks and chat with friends. This promotes independence and social interaction. Staff greet children warmly and encourage conversations about their school day and how they feel. This supports children's emotional wellbeing and helps them to form trusting relationships with staff. Staff join play and model cooperation so all children build secure attachments to their key persons and develop warm, respectful friendships.

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Children's welfare and wellbeing Needs attention

Staff support children with dietary needs. For example, staff use red lanyards so that everyone is aware of children's requirements. Children know what they can eat and follow routines confidently. They enjoy talking about healthy and unhealthy foods and the importance of eating well. This helps children build long lasting healthy habits and supports their social and emotional development.

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Children's welfare and wellbeing Needs attention

Children benefit from regular access to fresh air outdoors. They enjoy active play, such as football, and have space to relax in the cabin. This supports children, including those who face other barriers to their learning and/or wellbeing, to develop physical and emotional wellbeing.

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Leadership and governance Needs attention

Leaders understand the importance of their policies and procedures to support children's welfare during their time in the club. However, these expectations are not yet implemented consistently in practice by all staff. For example, some staff do not follow the correct procedures for storing mobile phones securely and occasionally take out their phone to check the time. This lapse in practice does not fully promote children's welfare and wellbeing.

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Leadership and governance Needs attention

Leaders are passionate about their provision and consistently go above and beyond for children and families. They maintain clear responsibility and high expectations for practice. Leaders have systems in place to support their own wellbeing, and recognise this as a crucial aspect of effective leadership. Leaders know their community well and have identified a gap in local family support. For example, there are plans in place to develop a community hub to provide targeted outreach, working closely with the on-site school to drive this initiative. Leader's additional role as the on-site school trustee further drives this vital work for the local community. This reflective approach ensures a sustained focus on securing the best care and education for all children and families.

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Leadership and governance Needs attention

Leaders provide targeted support for staff and actively consider their wellbeing. Staff value leaders and feel supported. Parents speak positively about the support staff provide for their children. They report that the online systems used by the club are efficient and easy to navigate. Parents comment that their children enjoy attending the club and that both staff and leaders are very approachable. Information about children's day at school and time at the club is shared with parents during pick up times. This ensures families remain well informed and connected to the provision.

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Compulsory Childcare Register requirements

This setting has not 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 not 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 happily and are greeted warmly by staff, creating a positive start to the session. Staff collect children from their schools and guide them smoothly into the club. Children put their belongings on their pegs and confidently enter the room. They know the routines well and enjoy chatting about their school day as staff sign them in. This routine supports children's emotional wellbeing and ensures all children are safely accounted for.

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

Children enjoy many fun experiences at the club. They engage in discussions with staff about their bodies as they wait to wash their hands. Children share what they know when staff ask how many teeth and bones they have. They have deep conversations that show children's growing understanding. Children are eager to attend this club and say they feel happy here. They describe the club as fun and say staff are really helpful. Children talk positively about the activities on offer and particularly enjoy being in the outdoor cabin.

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

Children enjoy playing football. Staff link this to the World Cup, which sparks genuine interest and excitement. Other children choose to spend time in the cabin or engage in baking. These choices show that children are confident in selecting activities that appeal to them, and the range of options supports different interests, energy levels and learning needs. Staff respond flexibly, ensuring children are supervised wherever they choose to play.

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

Staff work closely with the school to ensure there is a two-way flow of information between the school and the club. This helps staff to understand and support children's individual needs and ensures continuity in their care and experiences. Leaders also monitor children's attendance and support families to develop positive habits for the future.

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Address:

Brookfield Primary School Hingeston Street Birmingham B18 6PU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Johnson, Natalie Delores

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date:

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Action Completion Date

ensure that the mobile phone policy is fully understood and implemented by staff to promote children's welfare and wellbeing at all times 12/08/2026

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About this inspection

The inspector spoke with leaders, staff, children, and parents during the inspection.

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About this inspection

A quality assurance visit by an additional inspector was carried out at this 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 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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