Kicks and Tricks at Grace Cook

Kicks and Tricks at Grace Cook

Unique reference number (URN): 2783731 Address: Grace Cook Primary School, Fuller Way, Stowmarket, IP14 1GG Type: Childcare on non-domestic premises Registered with Ofsted: 22/03/2024 Registers: EYR, CCR, VCR Registered person: Kicks and Tricks Ltd

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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 Strong standard

Children are warmly welcomed by happy staff who know them well. They play in a positive, inclusive environment that is designed to ensure they can fully participate. While the club is large it offers calm and quieter spaces and there is a respectful and happy atmosphere throughout. Children are very familiar with the consistent routines and confidently store their personal belongings on arrival. New children attending receive excellent support from the attentive staff and settle very quickly. This is because staff are very mindful in their approach and take account of children's ages, circumstances and development, when supporting them and their behaviour.

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Behaviour, attitudes and establishing routines Strong standard

A very effective and meaningful key-person system in place means young children have formed close bonds with a trusted member of staff who guides and supports them extremely well. Children understand the high expectations and routines of the club and these are securely embedded in practice. Children listen intently at the start of the day as they come together for registration. Staff are friendly and calm role models and remind children of the rules and expectations to keep everyone safe and happy. Leaders and staff support children to manage their feelings and emotions and help them understand the impact some behaviour has on others. Leaders prioritise attendance to ensure children's wellbeing and participation.

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Children's welfare and wellbeing Strong standard

Children benefit from a wide variety of planned sport activities and enthusiastically participate in team games, such as dodge ball. They relish their time in the outdoor environment but also have physical activities indoors, such as gymnastics. These keep children engaged and provide opportunities to keep physically active and healthy. While staff organise daily structured team sports they also provide children with quiet comfortable spaces for those who prefer. A broad selection of craft activities are readily available, construction, books and age appropriate toys.

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Children's welfare and wellbeing Strong standard

Children enthusiastically come together at snack and lunch time. They happily sit and chat with their friends about the activities they have completed. Staff supervise children well during mealtime and are vigilant for those with allergies or dietary needs. Children know the importance of washing hands before eating and they confidently take care of their personal needs. Children demonstrate positive attitudes to healthy lifestyles and develop a secure understanding of how to keep safe and healthy. For example, they discuss staying safe in the sun. They remind their friends about the need to wear sun hats and sun cream and to drink water to keep hydrated in the hot weather.

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Children's welfare and wellbeing Strong standard

The club rules are fully understood by children and consistently embedded in practice. There is a culture of respect between staff and children. Staff use practical strategies to support self-regulation. Calm spaces, including a cosy and comfortable tent, help children manage their emotions. Children's emotional wellbeing is a priority. They have established secure relationships with the team of staff and are encouraged to communicate their feelings and emotions. Children thrive in this caring and inclusive environment where their wellbeing and welfare are prioritised. Their behaviour is exemplary.

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Inclusion Strong standard

Leaders are passionate to ensure an inclusive culture and environment, where all children are welcomed and can participate fully. Leaders strongly promote communication with parents and carers. This is prioritised and ensures positive partnerships and a collaborative approach to support children. Parents speak highly of all aspects of the club. They comment their children are extremely well supported. They say communication is excellent and are fully informed regarding their child's time at club. They feel reassured their children are in safe hands. Leaders ensure that during the registration process they work closely with parents to gain robust information about their child's individual needs, culture, background and abilities. This helps leaders and staff respond effectively and ensures appropriate support is in place and continuity of care.

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Inclusion Strong standard

Staff identify children who may need additional help, such as younger children attending, or those who have special educational needs and/or disability or those who may face barriers to learning and/or wellbeing. They make thoughtful adjustments such as offering quieter spaces, extra time to complete tasks or increased adult support. Responsive changes in routines, such as two lunch sittings, means early years children do not feel overwhelmed and receive appropriate attention.

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Inclusion Strong standard

Leaders positively support local government initiatives. This means children who may be socially isolated or risk inactivity can fully participate in enriched physical activities, enhancing wellbeing and receiving nutritious meals and snacks during school holidays. Any additional funding children may receive is used appropriately to ensure a positive impact on outcomes.

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Leadership and governance Strong standard

Leaders are extremely passionate about their role. There is an established culture of evaluation. Leaders are very responsive and take swift action when areas are highlighted to improve. This is because leaders are committed to provide children with a fun and safe club where they can thrive. They maintain a comprehensive overview of all aspects of the provision and daily practice. This is evaluated and allows for consistency and accountability. Leaders are proactive and actively seek the staff, parents and children's views to help improve outcomes for all. Systems are well organised, enabling leaders to respond promptly to any issues that arise and ensure the setting runs efficiently. This includes implementing highly effective procedures and strategies to support children with special educational needs and/or disabilities and those who are disadvantaged.

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Leadership and governance Strong standard

There is a clear management structure in place. A robust recruitment and induction process ensures staff are confident and are prepared ready and suitable for their role. The club manager and staff are extremely well supported in their role. There is a shared desire to provide children with the highest quality care. Staff say they enjoy their role, feel their wellbeing is considered and feel valued as part of a team. There is a strong focus on promoting continuous professional development. Leaders support, encourage and motivate staff to further develop their skills through training opportunities. As a result, leaders retain committed staff who return each year. This provides children who regularly attend with a familiar face and continuity.

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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 relish their time at club. They arrive happy and with enthusiasm to start their day. They are warmly welcomed by kind and attentive staff who know them well. Staff are aware of new and younger children and those who require additional support. They ensure they receive the reassurance and gentle guidance they need. A highly effective key person system in place ensures the youngest children feel confident and settle quickly. Children thrive as they are gently guided by nurturing staff as they learn the routines and expectations of the club. Stringent systems in place ensure staff have a secure knowledge and information regarding children's individual needs and abilities, including those who may have barriers to learning or wellbeing. Superb opportunities are in place to discuss with parents and carers their child's individual needs before children attend. This means staff can effectively support them from the start.

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

The club provides children with a wide variety of sport opportunities and craft activities. For example, children thoroughly enjoy their time outdoors participating in games of dodge ball. They listen intently to the rules and safety guidance provided. They have immense fun as they participate in nature walks within the grounds. They immerse themselves in creative activities on their return. For example, they paint or create collage using the treasures they find. Children delight participating in a silent disco and choose music of their choice. They sit and relax looking at books or use construction. There is a happy and respectful atmosphere throughout.

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

Children play well together and they form friendships with others attending. Staff respond sensitively, supporting children's emotional wellbeing. This helps children relax and enjoy their time at club. Children have formed positive and trusting relationships with the dedicated staff. Young children receive excellent attention to ensure they feel safe and secure. Older children delight in having opportunities to help staff. For example, when needed they guide and support the younger children attending. They show kindness toward one another and explain what is happening and help them settle. Children's behaviour is exemplary. Leaders are aware of the importance of attendance of those booked to attend club, they follow systems in place and work in partnership with parents and carers to ensure children's attendance and wellbeing.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, staff, parents and carers 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.

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Address:

Grace Cook Primary School Fuller Way Stowmarket IP14 1GG

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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 - 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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