First Kick Football

First Kick Football

Unique reference number (URN): 2799709 Address: The Roebuck School, Inkerman Street, Ashton-on-Ribble, PRESTON, PR2 2BN Type: Childcare on non-domestic premises Registered with Ofsted: 19/07/2024 Registers: EYR, CCR, VCR Registered person: First Kick CIC

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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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Inclusion Expected standard

Leaders and staff typically create an inclusive environment where children with diverse needs and circumstances participate alongside their peers. Leaders generally identify potential barriers and make appropriate adaptations to help children access activities successfully. Leaders use additional staffing and available funding effectively to support children experiencing disadvantage and those with special educational needs and/or disabilities. This helps to enable all children to participate in the same opportunities as their peers.

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Inclusion Expected standard

Leaders generally work effectively with families, schools and external professionals to understand children's individual circumstances and coordinate appropriate support. They share relevant information to promote continuity when children return to school after the holidays. Leaders also review adaptations to ensure they continue to meet children's needs. As a result, children typically feel welcomed and included and can participate successfully alongside their peers.

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Inclusion Expected standard

Staff typically recognise that they may need to adopt different teaching strategies to meet children's unique needs. They adapt communication and activities to reflect individual needs and encourage quieter or less confident children to take on responsibilities. This generally helps children develop confidence, friendships and a positive sense of belonging. Children known to social care and those accessing funded places are included in the full range of experiences available at the club.

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Behaviour, attitudes and establishing routines Needs attention

Staff do not consistently reinforce expectations for children's behaviour. During less structured periods, behaviour can become unsettled, and staff do not always intervene promptly or help children understand how their actions affect others. At times, staff are slow to recognise when children need additional reassurance or guidance. Consequently, children do not always experience consistent guidance that helps them understand expectations, manage their behaviour and develop positive interactions with others.

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Behaviour, attitudes and establishing routines Needs attention

Overall, children generally behave positively and respond well to familiar routines. They cooperate during activities, listen to staff's instructions and typically respond appropriately when expectations are reinforced. Some staff sensitively help children consider their behaviour and make more positive choices. Clear instructions before transitions help children understand what is happening next and move successfully between activities.

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Behaviour, attitudes and establishing routines Needs attention

Children generally develop positive relationships with their peers and familiar adults. They confidently approach staff, involve adults in their play and enjoy playing alongside others. Overall, children demonstrate kindness and consideration, including by offering help and inviting others to join their play. They cooperate, take turns and sometimes resolve minor disagreements independently. These positive relationships help young children feel comfortable, valued and part of the club.

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Children's welfare and wellbeing Needs attention

Leaders do not ensure that staff consistently implement healthy eating and safe mealtime routines. Older children sometimes move around while eating, despite expectations that they remain seated. Staff do not always intervene promptly or reinforce these expectations. Consequently, mealtimes are not consistently calm, safe or well managed.

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Children's welfare and wellbeing Needs attention

Leaders do not promote healthy choices effectively enough. Staff do not consistently encourage healthier alternatives or help children understand how food and drink choices affect their physical and oral health. Leaders say that families receive guidance on healthy packed lunches. However, parent feedback indicates that this information does not consistently reach families. Consequently, leaders' intentions to promote healthier lifestyles are not consistently reflected in children's experiences.

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Children's welfare and wellbeing Needs attention

Children benefit from frequent opportunities to be physically active. They enthusiastically participate in football, cricket, dodgeball and outdoor games, helping them develop physical skills, confidence and an enjoyment of exercise. Staff build warm, positive relationships with children, who readily approach familiar adults for support and involve them in their play. Staff generally respond positively to children's interests and provide encouragement and reassurance. Children have opportunities to make choices about their play and activities, helping them feel included and comfortable at the club.

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Leadership and governance Needs attention

Leaders have not secured consistently effective practice across the staff team. Professional development, supervision and monitoring have not yet ensured that managers and staff consistently implement agreed approaches to managing children's behaviour and mealtime routines. Staff do not always intervene promptly when unwanted behaviour occurs, or consistently reinforce behavioural expectations. Leaders have also not ensured that staff consistently promote appropriate mealtime routines and healthier food and drink choices. Consequently, the improvements identified by leaders have not yet had a sufficient impact on children's day-to-day experiences.

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Leadership and governance Needs attention

Leadership oversight is not consistently effective. Those responsible for the day-to-day running of the club are not always sufficiently informed about relevant information held centrally about children and their families. Communication with parents is also variable. Some parents receive limited information about their children's experiences and healthy choices. As a result, leaders, staff and families do not always share information effectively to support continuity in children's care and experiences.

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Leadership and governance Needs attention

Leaders have started to make some improvements, although these are yet to take full effect. They monitor staffing arrangements, maintain contingency plans for absence and ensure appropriate safeguarding and first-aid cover. Leaders use observations, regular check-ins, training and improvement plans to identify where managers and staff require further support. Leaders are generally responsive when they identify weaknesses, and show a willingness to improve. They monitor staff wellbeing and give staff opportunities to discuss any support they need. Leaders have also introduced additional responsibilities within the wider club to encourage positive behaviour and build children's confidence. These approaches are beginning to contribute positively to the culture and routines that children experience.

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Compulsory Childcare Register requirements

This setting has not 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 not 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 do not always receive consistent support to learn to manage their behaviour. During less structured periods, some children become bored, and behaviour can deteriorate. Staff do not always intervene promptly or help children understand how their actions affect others. At times, staff are slower to recognise when children need reassurance or support. Consequently, children do not always develop a consistent understanding of the setting's behavioural expectations.

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

Staff do not consistently manage mealtime routines for early years children. At times, staff do not reinforce expectations for older children to remain seated while eating, and the environment can become noisy and unsettled. Staff do not consistently encourage children to make healthier food and drink choices. As a result, staff sometimes miss opportunities to develop children's understanding of healthy eating, hydration and oral health.

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

Overall, children enjoy attending this lively holiday club. They enthusiastically take part in a wide range of activities, including football, dodgeball, cricket, creative activities and imaginative play. Children confidently choose how they spend their time and are keen to involve familiar adults in their games. Staff generally respond warmly to children's approaches and show interest in what they are doing. This helps children feel comfortable and develop a positive sense of belonging.

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

Overall, children form positive friendships and demonstrate kindness and consideration towards one another. They invite others into their games, cooperate during activities and offer help and reassurance when their friends need it. Younger children in the group confidently share their ideas and achievements with adults and show pride in what they accomplish.

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

Children with special educational needs and/or disabilities participate alongside their peers. Staff make appropriate adaptations to communication, activities and resources that help children participate successfully. Children experiencing disadvantage also access the same broad range of opportunities as their peers. Regular physical activity helps early years children develop coordination, confidence and teamwork. Overall, early years children enjoy attending, develop positive relationships and benefit from the experiences available to them.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

improve staff's skills to respond consistently to challenging behaviour and provide prompt support, to help children understand expectations and how their actions can affect others 30/09/2026

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Address:

The Roebuck School, Inkerman Street Ashton-on-Ribble PRESTON PR2 2BN

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Address:

Type: Childcare on non-domestic premises

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Action Completion Date

improve mealtime practice to ensure children are appropriately seated and supervised while eating and drinking, and consistently promote healthy food and drink choices that support children's wellbeing 30/09/2026

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Action Completion Date

improve partnership working with parents, including sharing information about children's experiences, progress and healthy choices, to promote continuity in children's care and healthy routines at home 30/09/2026

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Action Completion Date

improve professional development, supervision and monitoring so that managers and staff have the knowledge and skills to continually improve the quality of children's care and experiences 30/09/2026

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About this inspection

The inspector spoke with the leader, the manager, staff, children and parents 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 to assess the quality and standards of provision 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. Registration date: 19/07/2024

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About this inspection

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

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 .

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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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