Kicks and Tricks at Hadleigh

Kicks and Tricks at Hadleigh

Unique reference number (URN): 2783200 Address: Beaumont Community Primary School, Durrant Road, Hadleigh, Ipswich, IP7 6GD 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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Leadership and governance Strong standard

Leaders demonstrate a clear and accurate understanding of the setting's strengths and the priorities for further development. Their evaluation of practice is purposeful and focused on improving outcomes for all children, including those who are disadvantaged, have special educational needs and/or disabilities, are known to children's social care, or face barriers to their wellbeing. Leaders are highly visible and approachable, providing consistent guidance and effective oversight of the quality of provision.

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Leadership and governance Strong standard

Robust monitoring systems, including regular observations, spot checks and feedback from children and parents, enable leaders to evaluate practice effectively and drive continuous improvement. Leaders use this information well to identify professional development needs, providing targeted coaching, modelling and training that strengthen staff practice and ensure children benefit from consistently engaging, high-quality experiences. Leaders have recently identified children's mental wellbeing as a key priority and have proactively arranged additional training to further enhance staff knowledge and ensure children receive the support they need.

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Leadership and governance Strong standard

Staff wellbeing is equally prioritised through regular supervision, constructive feedback and meaningful opportunities to contribute to the ongoing development of the provision. As a result, staff feel valued, motivated and supported to deliver high-quality care. Partnerships with parents are exceptionally positive. Leaders communicate effectively, keeping families well informed about their children's experiences, engagement and wellbeing, fostering trusting relationships that further enhance children's development and enjoyment.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have generally established clear routines and expectations that contribute to a calm, positive and well-organised environment. Children are introduced to the camp rules at the start of each session, including the importance of kindness, respect and helping others. As a result, children generally behave well, engage enthusiastically in activities and demonstrate a secure understanding of daily routines. They respond appropriately to staff instructions, work cooperatively to tidy away resources and move smoothly between activities, supporting the effective running of the provision.

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Behaviour, attitudes and establishing routines Expected standard

Staff promote positive relationships and encourage children to work and play together through a suitable balance of organised games and free-choice activities. Children collaborate well during activities, such as jewellery making, play dough and parachute games, developing social skills, friendships and confidence. Staff generally take account of children's ages, stages of development and individual needs, when supporting behaviour and participation, adapting activities, where appropriate, to ensure children are included. However, at times, staff focus on telling children what not to do rather than encouraging them to reflect on their choices and understand the impact of their behaviour on themselves and others.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work effectively with families to promote regular attendance and support children's wellbeing. A calming area, equipped with sensory resources, provides children with a quiet space to regulate their emotions, when needed, helping them return to play successfully.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are promoted effectively through warm and nurturing relationships, where children feel safe, secure and valued. Children are warmly welcomed on arrival and settle quickly into familiar routines, demonstrating confidence and a sense of belonging. Staff build responsive relationships with children and provide younger children with consistent adult support to meet their individual care and emotional wellbeing needs.

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Children's welfare and wellbeing Expected standard

Children are supported to develop healthy lifestyles through well-established daily routines. Staff promote sun safety by encouraging children to wear hats, apply sun cream and drink water regularly throughout the day. Positive mealtime interactions encourage good manners and reinforce safe eating practices through praise and gentle reminders. Opportunities for physical activity are prioritised, with children enthusiastically participating in activities, such as football, frisbee competitions and silent discos. Staff actively join in, promoting participation, teamwork and enjoyment while supporting children's physical wellbeing.

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Children's welfare and wellbeing Expected standard

Leaders and staff place a high emphasis on children's safety and emotional wellbeing. Daily risk assessments are completed before children arrive, first-aid equipment is readily accessible and walkie-talkies enable staff to maintain effective communication and supervision. Staff generally offer useful discussions to help children regulate their emotions, when needed, and a designated safe space with sensory resources provides children with a calm environment to self-regulate before confidently returning to activities. Overall, through positive interactions, inclusive practice and predictable routines, staff help children develop resilience, confidence and emotional security.

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Inclusion Expected standard

Leaders promote an inclusive culture, where all children are welcomed, valued and encouraged to participate fully in camp. They gather and use information effectively to understand children's individual circumstances, strengths and any additional support they may require. Staff adapt activities appropriately and generally provide targeted support, enabling younger children and those with additional needs to access experiences successfully. Overall clear explanations, reassurance and flexible approaches help children manage transitions during the day and engage with confidence.

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Inclusion Expected standard

Children are encouraged to make choices about their play through regular planning meetings and are supported to participate at a pace that reflects their individual needs and interests. This reduces barriers to participation while promoting confidence, independence and emotional wellbeing. Staff foster positive relationships and ensure children can develop friendships, access activities and participate alongside their peers. Opportunities to develop independence are promoted sensitively and appropriately. Leaders work effectively with families, children's social care and other professionals to ensure that children, who are disadvantaged or face additional barriers, receive the support they need. Available funding is used appropriately to enhance children's experiences and improve access to opportunities. Leaders maintain suitable systems to oversee attendance, communication and the day-to-day running of the provision. They regularly review practice,

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Inclusion Expected standard

consider feedback and identify realistic priorities for improvement, demonstrating an ongoing commitment to strengthening the quality of the provision and ensuring positive experiences for all children.

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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 arrive at the holiday camp happy, eager and ready to participate in the activities. They are greeted warmly by friendly and familiar staff, who help them settle quickly into the welcoming environment. New children are supported effectively to become familiar with the setting, including knowing where to store their belongings, access the toilets and find their water bottles. Younger children wear coloured tabards, enabling staff to identify them easily and provide additional support where needed. As a result, children quickly develop a positive sense of belonging and feel safe and secure. Staff take time to listen carefully to children, engaging them in meaningful conversations that help build trusting relationships and promote confidence.

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

Children demonstrate understanding of how to keep themselves and others safe while ensuring everyone enjoys their time at camp. A large visual timetable enables children to make informed choices about the activities available throughout the day. Children enthusiastically select from a broad range of experiences, including dodgeball, hoop games, collecting natural materials for craft activities, alongside quieter opportunities, such as reading, drawing and colouring. These activities encourage children to develop concentration, perseverance, creativity and confidence as they pursue their own interests and achievements.

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

Children benefit from a balance of energetic play and quieter experiences. They enthusiastically participate in parachute games with staff, laughing, cooperating and developing positive relationships with their peers. Outdoor activities, including football and frisbee games, promote physical development, coordination and teamwork. Staff provide consistent routines and attentive supervision, helping children feel secure and understand what happens throughout the day. All children, including those who face barriers to learning or wellbeing, are fully included and able to participate successfully in an environment, where they feel valued, respected and supported.

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Next steps

Leaders should support staff to strengthen strategies that help children understand rules and expectations of behaviour at the club.

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About this inspection

The inspector spoke with leaders and staff 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:

Beaumont Community Primary School Durrant Road, Hadleigh Ipswich IP7 6GD

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Address:

Type: Childcare on non-domestic premises

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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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