Kanga Kare Shibden Head

Kanga Kare Shibden Head

Unique reference number (URN): 2858918 Address: Shibden Head Primary School, Hainsworth Moor Grove, Queensbury, Bradford, BD13 2ND Type: Childcare on non-domestic premises Registered with Ofsted: 15/09/2025 Registers: EYR, CCR, VCR Registered person: Kanga Sports 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

Leaders have set up a system for children to receive rewards for their achievements. Children receive badges for demonstrating the club's 9 key qualities, such as resilience, and can work towards becoming a 'Kanga Legend', which means they have clearly demonstrated all of the values. At the end of each day, staff give out awards and choose a star of the day. These positive reward systems help children to focus on and maintain the expected standards of behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Staff step in if children have minor disagreements and help them to resolve differences. They remind children of the rules and make polite requests that children respond to. Children generally behave well and listen to instructions. If children find it difficult to accept the rules of a game, such as when they are tagged out of a game, staff talk to them to reassure them and encourage them to re-join.

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Behaviour, attitudes and establishing routines Expected standard

Staff give children some autonomy over what will happen next by providing them with choices. For example, they give young children a choice between 2 games. Staff explain the rules of games well and repeat some of the instructions so that the youngest children can learn the rules quickly. During activities, children are given opportunities to lead the group by making up their own rules. This gives them freedom and builds their confidence. Staff gently support children as they do this and reinforce rules that children create.

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Children's welfare and wellbeing Expected standard

Children have access to fresh water throughout the day. Leaders are clear that children should only bring in healthy food and snacks to the club. Staff that prepare food complete food safety qualifications and all staff undergo allergy awareness training. Leaders are clear about safer eating procedures with young children and ensure they are supervised when eating. They keep a record of any children attending with allergies. All staff are aware of children on the day that may have an allergy because this is clearly communicated.

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Children's welfare and wellbeing Expected standard

Children quickly learn they can trust the staff team and approach them if they need help. New children settle in rapidly and demonstrate confidence as they lead a group activity. The youngest children are supported sensitively. For example, they are permitted to bring in a soft toy to act as a comforter throughout the day if they need it. This helps them to feel safe. Staff reassure children through the day, giving them information about timelines and events, so young children know their parents will be here to collect them soon. This supports their emotional security. Staff complete regular headcounts of children as they move between the indoor and outdoor spaces to ensure everyone is together and they are alert to ensuring only designated people come and collect children.

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Inclusion Expected standard

Leaders use additional funding for disadvantaged children to provide a range of healthy meals and snacks. They also use additional funding to expose children to a range of new sporting experiences. This supports children's knowledge of the wider world and broadens their sporting knowledge.

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Inclusion Expected standard

When children have special educational needs and/or disabilities (SEND) leaders speak to parents and the school that the child attends to gather information about their particular needs before they take a place at the club. This helps to ensure that children settle into the club quickly. Children with SEND have opportunities to visit the club at a quieter time of day before they take a place, to help prepare them for change.

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Inclusion Expected standard

Children with SEND join in with activities and demonstrate enjoyment as they laugh and run around. They show they have competent physical skills and control over their body movements. Leaders have created designated spaces for children to self-regulate and gain calmness when they need to.

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Inclusion Expected standard

Several children attending the club have SEND. Although staff are provided with training in other areas of their development, leaders have not created a structured plan for training staff in their knowledge of SEND. This means that staff do not have an in-depth knowledge in SEND. Occasionally, this limits staff's capacity to utilise a range of strategies, knowledge and skills to support children with a variety of SEND needs.

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Leadership and governance Expected standard

Leaders value the staff team and encourage them to complete coaching qualifications to enhance their teaching skills. Staff say they enjoy working for the club and they feel they are valued. They say they have a good work-life balance. Leaders monitor staff performance and provide them with feedback so that they can continue to grow and develop. Leaders have worked hard to ensure staff have consistent approaches to managing children's behaviour and this has been effective.

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Leadership and governance Expected standard

Although leaders engage well with the local authority and schools to ensure vulnerable children secure a place at the club, they have not fully developed effective methods to really engage and interact with all parents. For example, leaders have recently introduced materials to support families with understanding healthy eating expectations within the club. However, the impact of this has not been highly successful. On occasions, children still come to the club with unhealthy lunch box options. This is an area that leaders could strengthen to improve the effectiveness of information-sharing around healthy eating, oral health and online safety.

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Leadership and governance Expected standard

Leaders work hard to build relationships with families of children with special educational needs and/or disabilities. They pay particular attention to transition arrangements for these children so that they feel comfortable. They consider the needs of disadvantaged children well and carefully plan free experiences, so that children can experience activities that they may not otherwise have access to.

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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 quickly make new friends at this happy club and play cooperatively together. Children spend time outdoors, building their physical skills, playing team games and learning new techniques for ball control. They negotiate space and change direction quickly as they play chasing games. Children enthusiastically take part in games that manoeuvre balls, such as football, and cheer when someone scores a goal. They say they enjoy coming to the club and they like the games they play.

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About this setting

Children feel safe and secure in the club because staff greet children warmly and respectfully hold conversations with them. They begin to learn that they can trust the adults in charge and go to them for help if they need it. Children have choices over their play and learning and some children choose less energetic activities, such as construction. They build 3D house structures with magnetic materials and design a roof with 4 sides. Children concentrate for long periods of time as they do this and talk about their home life.

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About this setting

Staff praise children for having a go and cooperating together. This helps children to keep on developing their social skills and be kind to others. Staff support children to understand the rules of games and introduce strategies children can utilise to succeed in sports. For example, they say, 'make sure no-one is in front of you' and 'good defending'. During fast paced physical games, staff offer suggestions. This helps children follow the pace of the game and keep up. They help children to work out that using their voice can help other children know which direction to throw the ball.

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About this setting

Children have opportunities to experience new activities they may not have tried before, such as skateboarding or having close encounters with animals from the exotic zoo.

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Next steps

Leaders should enhance staff expertise in special educational needs and/or disabilities (SEND), so that staff have a more in depth and comprehensive understanding of how to support children with SEND. Leaders should improve the effectiveness of information-sharing, particularly with parents of disadvantaged children, around the development of healthy lifestyles, including the use of screen time and oral health.

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About this inspection

The inspector spoke with leaders, staff and children 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. Unique reference number (URN): 2858918

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Address:

Shibden Head Primary School Hainsworth Moor Grove, Queensbury Bradford BD13 2ND

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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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