1066 Kids Club @ Baird

1066 Kids Club @ Baird

Unique reference number (URN): 2794557 Address: The Baird Academy, Elphinstone Avenue, Hastings, TN34 2DJ Type: Childcare on non-domestic premises Registered with Ofsted: 25/06/2024 Registers: EYR, CCR, VCR Registered person: 1066 Kids Holiday Club 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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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are prioritised incredibly well. Leaders have an excellent understanding of children's needs and families' changing circumstances. They build secure partnerships with parents, carers, schools and outside agencies. Leaders act quickly when concerns arise, contacting outside professionals to ensure children receive the right support. They regularly review the procedures used to promote children's wellbeing and are proactive in strengthening them. These inclusive approaches ensure all children, including those with special educational needs and/or disabilities, those known to social care and disadvantaged children, feel valued, supported and settled throughout the day.

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Children's welfare and wellbeing Strong standard

Children benefit from well-structured routines that help them feel calm and ready to enjoy their time at the setting. For example, staff greet children warmly, sit with those who are anxious and provide clear expectations at the start of each day. Rules and routines reinforce positive habits and help children understand how to look after themselves. They also learn how to stay safe in the community through experiences, such as police visits.

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Children's welfare and wellbeing Strong standard

Healthy lifestyles are promoted consistently. For example, children learn the importance of physical exercise and taking care of their wellbeing with plenty of outdoor play opportunities, indoor team sports games, dance and yoga. Children enjoy the nutritious snacks and lunches provided, making their own wraps at lunchtime and discussing healthy choices with staff.

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Behaviour, attitudes and establishing routines Expected standard

Children experience clear, calm routines that help them feel secure from the moment they arrive. Children settle quickly, greeted warmly by staff, who sit with younger or more anxious children to help them feel safe and ready for the day. Registration time sets high expectations for behaviour and attitudes. For example, children collaboratively discuss the rules and why they matter. This gives them ownership and supports a positive, respectful culture.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children play and work together with kindness, showing positive attitudes across a wide range of activities. When disagreements or frustration occur, leaders respond quickly. They recognise when games become overstimulating and adapt activities, redirect behaviour or offer individual support. This helps children regulate their emotions and feel calm as they move through the day.

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Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models. They use everyday interactions to promote kindness, care and respect, and they support children to understand their feelings through sensitive conversations. Attendance is promoted effectively through warm communication with parents and carers, helping children benefit fully from all the setting has to offer after school and during the holidays.

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Inclusion Expected standard

Leaders identify children's needs swiftly and with care. Before children join, they gather detailed information through booking forms, conversations with parents and carers and contact with schools and social workers, for instance. This means they build a detailed picture of each child, including those with special educational needs and/or disabilities, those known to social care and disadvantaged children. They can then put tailored strategies of support in place from the beginning. Leaders review the impact of support regularly and make adaptations when needed, such as adjusting timetables and increasing adult support during transitions.

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Inclusion Expected standard

Communication methods, such as weekly meetings and morning debriefs, help all staff to identify children's new or changing needs and be aware of strategies they should use to support them. In general, staff know children well and apply a range of effective strategies, such as 'now and next' language, signing and calming regulation techniques, to meet their needs. These approaches support children's communication, reduce barriers to engagement and help them move confidently and calmly through the day. However, these strategies are not yet used consistently by all staff, meaning some children do not benefit from the same high-quality support at all times.

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Inclusion Expected standard

Leaders use funding thoughtfully to ensure all children, including those facing additional barriers, are fully included at the setting. Carefully planned opportunities, such as police visits, wellbeing talks, hand massage and animal handling workshops broaden children's experience and support their confidence, curiosity and wellbeing.

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Leadership and governance Expected standard

Leaders have good oversight of the setting. For example, they regularly visit and maintain communication with staff, using this to understand how well the provision is running day to day. They know the setting's strengths and areas for development clearly and act quickly to address them. For instance, leaders are proactive in recognising where practice can be strengthened, organising further training, coaching and opportunities to build staff confidence and expertise.

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Leadership and governance Expected standard

Staff wellbeing and workload are prioritised. Staff describe leaders as approachable, supportive and visible. Leaders ensure staff feel listened to and provide targeted professional development opportunities that reflect both children's needs and staff development goals. For example, leaders organise training and meetings to support staff knowledge in areas, such as supporting children with special educational needs and/or disabilities, children's emotional regulation and positive behaviour. Regular team meetings, supervisions and induction processes help staff have a clear understanding of their responsibilities and feel confident in their roles.

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Leadership and governance Expected standard

Partnerships with parents and carers and the community are a strength. Leaders communicate sensitively, gaining detailed information about children's needs, and stay in regular contact with families as children attend. They work closely with schools, social workers and other agencies to ensure children receive the right support. This collaborative approach ensures children's welfare, inclusion and enjoyment remain central to the setting's vision and daily practice.

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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 enjoy attending the holiday club. They arrive happily and settle with ease, supported by staff who take time to greet them and talk about their morning. Children quickly

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Inspector:

Sophia Malcolm choose from a wide range of engaging activities that reflect their interests, showing high levels of curiosity and confidence. There is a sense of welcome and belonging. For example, children chat openly with staff about what they enjoy and what they have achieved. When children explore independently, staff sensitively join them, engaging them in conversation and play. This helps children feel noticed and included. Children gather with staff at the start of each session to greet one another and understand the day's routines. These predictable moments help all children, including those with special educational needs and/or disabilities, those known to social care and disadvantaged children, feel calm, secure and happy throughout the day.

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Inspector:

Children benefit from thoughtfully planned activities, inside and outside. They collaborate with others during activities, such as team-building games. This helps them to take turns, negotiate and build positive friendships. Children concentrate during creative activities, such as building with Lego, threading bead animals or drawing and colouring. These activities also provide quieter times for children who need calm moments during the day. Children have plenty of opportunities to build on their physical skills. For example, they climb on outdoor play equipment, play football and take part in yoga, dance and kick-boxing classes. Children build on their understanding of how to stay safe and the people who can help them through activities and visits, such as from community support officers. Children enthusiastically ask questions and excitedly try on police uniforms and explore a police car. These thoughtfully planned experiences support children's growing confidence and

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Inspector:

resilience. Regular attendance is promoted sensitively with families, ensuring children benefit fully from the rich experiences that help them thrive.

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Next steps

Leaders should strengthen all staff's understanding of children's individual needs and the strategies required to support them consistently across the setting.

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About this inspection

The inspector spoke with leaders, practitioners, parents, 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:

The Baird Academy Elphinstone Avenue Hastings TN34 2DJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: 1066 Kids Holiday Club Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:30 - 17:30,Monday,Tuesday,Wednesday,Thursday : 15:00 - 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

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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