First Kick Football

First Kick Football

Unique reference number (URN): 2799706 Address: Southlands High School, Clover Road, Chorley, PR7 2NJ Type: Childcare on non-domestic premises Registered with Ofsted: 15/07/2024 Registers: EYR, CCR, VCR Registered person: First Kick CIC

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Expected standard

Children display positive behaviour at the club. Leaders and staff have established well- considered routines that children generally respond well to. They ensure there is a positive balance of structured time, lots of movement and opportunities to play and relax during the day. Leaders and staff offer frequent reminders about the importance of listening, kindness and respect. Children know the values of the club very well and demonstrate these throughout the day. Overall, children participate well, however, on occasions some group sizes, for instance, during dodge ball games can be quite big. This means, at times, some children show differing levels of engagement.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children play cooperatively, invite others to join their games and willingly share resources. For example, they enjoy engaging in construction projects together. Staff use positive encouragement to help build their confidence and self-belief. When children need some support to regulate their feelings and emotions, staff are attentive and provide positive strategies to help children to feel calm and to re-engage when they are ready. Children benefit from a consistent approach from the staff, who are positive role models. Leaders and staff have systems in place to follow up if children do not arrive at the holiday club when expected. This contributes to their culture of keeping children safe.

p.2

Children's welfare and wellbeing Expected standard

Leaders and staff help children engage in active and healthy lifestyles. They encourage parents to send in healthy packed lunches and ensure any funded meals are nutritious and healthy. Leaders and staff also plan games and activities to reinforce messages about making healthy food choices. For instance, children participate in orienteering games, where they explore maps, clues and puzzles about different foods and healthy food choices. Leaders and staff place emphasis on supporting children's emotional wellbeing. They build in frequent opportunities for them to play and relax. Children particularly enjoy playing on a bouncy castle and developing their imagination with construction resources. Despite this, the overall resources on offer for relaxation and playtime are quite limited. This means children have limited choice to choose from on the days they attend.

p.2

Children's welfare and wellbeing Expected standard

Staff promote positive hygiene routines. Children wash their hands before eating and manage their personal care well. Staff also foster children's independence during the day, encouraging them to tidy up and hold the door for their friends. Children with special educational needs and/or disabilities independence is nurtured very well. Staff make all games accessible to ensure everyone can participate and develop new skills.

p.2

Inclusion Expected standard

The holiday club is highly inclusive and welcoming. The very well-qualified and experienced staff support children with special educational needs and/or disabilities very well. Before children start, leaders obtain detailed information about children's medical and additional needs. They take time to discuss the information in children's education, health and care plans, in order for staff to understand how to support each child. Leaders organise high staff to child ratios to offer individualised support throughout the day. This helps children benefit from attentive and tailored support. It also means staff get to know individual children and what motivates them very well.

p.2

Inclusion Expected standard

Staff adapt activities and routines in order for all children to participate. For instance, they provide a flexible approach and ensure activities are short and manageable to support children's focus and concentration needs. They also build in lots of movement during the session. Staff help children understand their feelings and emotions effectively and to channel their energy in a positive way. Children build trusting relationships with staff and generally enjoy their time at the club. Despite all the positives of the provision, leaders and staff do not carefully review the programme of activities to ensure they are consistently exciting and fully capture children's interests. This means, at times, children show wavering levels of engagement in the experiences on offer.

p.3

Leadership and governance Expected standard

The club is well organised and runs effectively. Leaders and staff communicate their values and ethos very well to children. Inclusion and equal opportunities are at the heart of the setting. Leaders and staff work very closely with parents and carers to meet the needs of children. This helps to reduce barriers and build children's confidence. Leaders ensure additional funding is spent well. This is evident when providing healthy and nutritious meals for children that are entitled to them.

p.3

Leadership and governance Expected standard

Staff receive an appropriate induction and training when they join, which focuses on safeguarding, first-aid skills and food hygiene. As well as the importance of working well with parents. Staff have some opportunities to reflect on their role and personal effectiveness. For instance, through some ad hoc meetings and when receiving feedback after quality assurance visits. However, leaders arrangements in place for staff supervision are not sharply focused. As a result, the quality of provision is not consistently of the highest standard. Parents and children both speak very positively about the club. Children state that they like coming and enjoy the different activities. They say staff are kind and help them. Parents express that staff are very approachable and they value the different activities and how it keeps their children active and busy during the holidays.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children show they are happy and comfortable at the club. Children form positive relationships with the supportive staff that take time to get to know different children's interests and preferences. Children with special educational needs and/or disabilities (SEND) and those who may face other barriers to their wellbeing receive carefully considered care and attention. Staff working with children with SEND provide high levels of support, encouragement and a clear understanding of their individual needs. Children enjoy joining in with ball and hoop activities, as well as different colour games. They also laugh

p.4

About this setting

and have fun as they play 'Duck, duck, goose'. Staff offer an unhurried approach and spend extended periods helping children to develop a new skill or talk about their interests. Staff are particularly effective at building children's confidence and supporting them to build resilience and develop positive attitudes towards joining in.

p.5

About this setting

All children are well supported to understand the values and boundaries of the club. Staff provide clear messages about what is expected and children talk about the importance of respect, kindness, resilience and sportsmanship. Children listen well, take turns and give each other encouragement as they join in with a variety of sports and games. Overall, they engage positively in the activities on offer. Children enjoy playing games, such as dodge ball, where they show well developed listening skills and spatial awareness. They also enjoy joining in with a variety of tag games, such as zombies and 'Stuck in the mud'. As they play, children have fun and develop their stamina, coordination and physical skills. Furthermore, they participate with great energy and enthusiasm when jumping on a bouncy castle, playing hide and seek and participating in a range of construction activities. Leaders and staff promote consistent attendance at the setting. For instance, they ensure they contact parents

p.5

About this setting

and carers if a child does not attend when expected in order to help to keep children safe.

p.5

Next steps

Leaders should review group sizes during sports and games to further support all children's engagement in activities. Leaders should build on the resources available in order for children to have greater variety and choice during their free play and relaxation time. Leaders should strengthen the arrangements in place for staff supervision in order to reflect on staff's personal effectiveness in a more structured way to continue to enhance the overall quality of the club.

p.5

About this inspection

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

p.5

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. Unique reference number (URN): 2799706

p.5

Address:

Southlands High School Clover Road Chorley PR7 2NJ

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 17:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.6

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

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 .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

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

p.7