Kool Kids Club

Kool Kids Club

Unique reference number (URN): 2794898 Address: Rykneld Primary School, Main Street, Branston, Burton-on-trent, DE14 3EX Type: Childcare on non-domestic premises Registered with Ofsted: 18/06/2024 Registers: EYR, CCR, VCR Registered person: Brewer, Philip John

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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 promote children's behaviour through clear expectations and, consequently, children behave very well. Staff teach children to be patient, take turns during group activities and understand fairness. Staff act as positive role models for children during their interactions and discussions with other staff. Children show respect for staff and each other in their responses and actions. For example, they demonstrate positive manners and say 'thank you' without any prompting. Staff give children gentle reminders about their behaviours. They follow this with a clear explanation as to why they need to follow instructions to keep themselves safe.

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Behaviour, attitudes and establishing routines Expected standard

When disagreements occur, staff guide children to talk through issues, share responsibility and find solutions. They respond quickly when children become upset or frustrated, offering reassurance and space to help them understand and manage their feelings.

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Behaviour, attitudes and establishing routines Expected standard

Children regularly take part in cooperative play, such as board games, model-building and role play. Through these activities, they take turns, follow rules and celebrate one another's achievements. This helps children to develop teamwork, problem-solving skills and positive relationships. Staff support children with special educational needs and/or disabilities to join in by giving clear explanations and modelling new skills with patience and encouragement, promoting inclusion and self-confidence.

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Behaviour, attitudes and establishing routines Expected standard

Leaders typically maintain regular contact with parents and carers to share daily information and reinforce the value of consistent attendance. This welcoming approach supports children's social development and helps prepare them for future experiences.

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Children's welfare and wellbeing Expected standard

Leaders typically know children well and greet them with enthusiasm and kindness. Children are keen to share their experiences, and staff are interested to hear about their school day. Well-established relationships are embedded so children feel safe and supported.

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Children's welfare and wellbeing Expected standard

Children generally learn about healthy lifestyles. Children access outdoor space to play games, read books and relax with their friends. Staff recognise that some children prefer to be more physically active. They engage these children in indoor physical activities, such as bowling and outdoor activities, such as football and climbing to help them expel their energy. Staff talk to children about the benefits of being active and finding quiet spaces outdoor to promote both physical and emotional wellbeing.

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Children's welfare and wellbeing Expected standard

Children take turns to collect snack orders and confidently advise their peers on the generally healthy options available. Children are familiar with the mealtime routines and mostly wait patiently in line to be served. However, staff sometimes provide more support than children need. For example, staff prepare and serve all food when some children are capable to do this for themselves. As a result, some children do not consistently have opportunities to further develop their independence and self-help skills. Staff typically know the individual needs of children as they also support them in the host school and know where to access supplementary information. For example, staff can seek clarification from leaders at the start of the session or ask to read children's files. Nevertheless, due to the busy nature of the club sessions, this does not happen consistently, to meet children's individual needs more precisely.

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Inclusion Expected standard

Leaders have established clear procedures that allow parents and carers to communicate important details, such as children's health and individual requirements, as they start at the club. Staff know children well and use this information to provide for each child's individual needs effectively.

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Inclusion Expected standard

Staff typically use strategies to ensure all children are valued members of the club. Children engage in activities and routines as staff generally demonstrate alternative techniques to enable children of different ages and abilities to participate. For example, during a bubble making activity, staff offer discreet support to help children with aspects that require more dexterity. Staff enthusiastically build on children's ideas and use open ended questions to encourage them to think through any challenges. This means children feel included and their views valued.

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Inclusion Expected standard

Children develop self-help skills. They are generally confident to independently access the bathroom, help to keep the club tidy and safely help to carry resources to the outdoor playground. Children learn to respect their friends wishes and staff gently remind them to give other children space to engage in solitary activities. This approach supports children's emotional wellbeing.

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Inclusion Expected standard

Leaders discuss the use of any additional funding with parents and teachers, which includes accessing future staff training to extend staff knowledge of how to support children with special educational needs and/or disabilities. In the main, this helps leaders agree focused support in key areas of development and further improves children's participation in the group.

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Leadership and governance Expected standard

Leaders are clear on the aims of the club. They strive for each child to be confident, happy and valued. Leaders typically make decisions based on children's needs, welfare and enjoyment, including those who may face barriers to engagement or wellbeing. Leaders regularly seek parents' and carers' views to inform the club's plans for future development. They generally involve children each day by observing what they enjoy and talking to them about what they would like to access in the club.

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Leadership and governance Expected standard

Leaders work closely with the host school and other professional agencies to benefit the children and families they offer a service to. Leaders understand the value of a highly skilled team to further enhance the provision. Leaders have implemented robust systems to confirm the ongoing suitability of all staff to keep children safe. Supervision sessions are generally effective. Staff complete statutory training, such as safeguarding and first-aid training. Leaders have plans to further enhance staff's skills and understanding of how to support children with special educational needs and/or disabilities or barriers to learning. Staff are happy and confident in the roles and responsibilities and are well supported by each other and leaders. Staff typically know the children well as they also work in the host school. They know how to access information to meet the needs of children who attend the club. However, in the first instance, the sharing of information regarding children's dietary

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Leadership and governance Expected standard

requirements and preferences relies on verbal communication from leaders. During busy times, this information-sharing is delayed, and children's health needs are not readily known by all staff. Nevertheless, the impact on children attending the club is minimal as no children currently attending the club have any allergies.

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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 are relaxed and feel at home in this club as the atmosphere is very calm and welcoming. They enjoy spending time with their friends of all ages after their school day. Children are typically included and involved in all aspects of the club. They choose generally healthy snacks and usually select activities and resources independently. Children enjoy spending time in the safe and secure outdoor area, playing games or relaxing. They enjoy crafts and imaginative play and puzzles.

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

Children know what is expected of them as the club mirrors the expectations for their behaviour that they are familiar with at school. Children are kind to each other and supportive bonds between staff and children are evident. Older children willingly include younger children in their games and show patience as they explain the rules of the game. For example, during a game of chess, children introduce favourite characters as pieces on the board, which keeps the game lively and interesting.

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

Children enjoy outdoor play. They are keen to go outside and show they know how to stay safe. They confidently explain 'not to go past the cones as it is too far' and know they cannot access the adventure trail without a staff member. Children talk confidently about staying in the shade to keep cool during the hot weather. They are happy to lie on a blanket to read and share stories with their friends, join in ball games or search for bugs and insects in the bushes.

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

Children chat with staff about their school day and experiences in their family lives. Staff generally focus on promoting healthy lifestyles and emotional security for children attending the club. Staff know children and their families very well. For instance, they greet parents and carers and siblings by name and engage in friendly conversations. Staff seek the views of parents regularly to help them, and their children feel welcomed, and to support regular attendance. Where children require additional support or have barriers to wellbeing or engagement, staff work with parents and staff at the host school to implement consistent strategies. This approach helps meet children's individual needs and reduce barriers to their engagement.

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Next steps

Leaders should further enhance professional learning opportunities for staff, focusing on key areas for development of practice and provision. Leaders should review the way in which children's individual dietary needs are shared with staff to ensure immediate information-sharing and further promote children's health. Leaders should support staff to consistently adapt routines and interactions to further extend children's self-help skills.

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Address:

Rykneld Primary School Main Street, Branston Burton-on-trent DE14 3EX

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: 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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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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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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