Y2K Kidz Klub UK - St Stephens

Y2K Kidz Klub UK - St Stephens

Unique reference number (URN): 2889627 Address: St. Stephens (Kearsley Moor) C of E Primary School, Bent Spur Road, Kearsley, BOLTON, BL4 8PB Type: Childcare on non-domestic premises Registered with Ofsted: 30/03/2026 Registers: EYR, CCR, VCR Registered person: Y2K Kidz Klub UK Ltd

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm. They do not have a sufficiently secure understanding of safeguarding requirements and responsibilities. Leaders have not ensured that all staff understand safeguarding procedures, including how to report concerns, share information with relevant agencies and respond to concerns about adults' conduct. They have also failed to identify and address weaknesses in staff knowledge. As a result, leaders cannot be assured that safeguarding concerns will always be recognised, reported and acted on appropriately to help keep children safe. In addition, weaknesses in leaders' understanding of the early years foundation stage (EYFS) safeguarding and welfare requirements have led to breaches, relating to leadership arrangements, key-person arrangements and staff supervision, for children within the EYFS age range.

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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 established clear expectations for behaviour and routines that help children understand what is expected of them. Staff support children to follow these routines, and provide guidance that helps them play and learn alongside others successfully. They promote a culture of respect and inclusion, where children are encouraged to consider the needs of others and contribute positively to the setting. Staff maintain appropriate oversight of children's attendance and participation in daily activities.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well. They listen to staff, follow instructions and move between activities and routines with confidence. Children play cooperatively, share resources and take turns appropriately. Older and younger children interact positively and enjoy participating together in games and activities.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes to their play and learning. They are keen to join activities, contribute their ideas and engage with their friends. Warm relationships between children and staff help create a calm and welcoming atmosphere. As a result, children are happy, settled, confident and respectful.

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Inclusion Expected standard

Leaders have established an inclusive culture where all children are welcomed and encouraged to participate fully in the life of the setting. They work positively with families and schools to understand children's individual circumstances and identify any barriers that may affect their participation, wellbeing and enjoyment. Leaders review children's experiences and make appropriate adaptations to provision to help ensure that children can access activities, resources and opportunities alongside their peers. The provider's commitment to accessible holiday provision helps children benefit from a broad range of experiences regardless of their circumstances.

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Inclusion Expected standard

Children feel valued and respected. They play happily together, develop positive relationships and show kindness towards one another. Staff know children well and use this knowledge to support their confidence, emotional wellbeing and engagement in activities. Children are encouraged to share their ideas, make choices and take on responsibilities, helping them develop independence and a strong sense of belonging.

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Inclusion Expected standard

Leaders' positive partnership working contributes to children's experiences. As a result, children are included successfully in daily routines and activities. They enjoy attending the setting and benefit from an environment where their individual needs and circumstances are recognised and supported.

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Children's welfare and wellbeing Needs attention

Leaders do not have a secure understanding of the early years foundation stage (EYFS) requirement to assign a key person to each child within the EYFS age range. As a result, key-person arrangements are not in place for these children as required. Although children are cared for by familiar adults, leaders cannot demonstrate that there are clear responsibilities for ensuring that information about children's individual needs, circumstances and wellbeing is consistently known and understood by all relevant staff. This reduces oversight of the continuity of care provided for some children.

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Children's welfare and wellbeing Needs attention

Typically, children benefit from a caring and supportive environment where they report feeling happy and secure. Staff develop warm relationships with children and respond sensitively to their emotional needs. Children confidently seek support from adults and demonstrate that they feel valued.

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Children's welfare and wellbeing Needs attention

Children's physical wellbeing is promoted effectively. Staff encourage active lifestyles through outdoor play and team games that children enjoy. Staff take appropriate steps to support children's health, including promoting sun safety and ensuring children have regular access to drinks and water to stay hydrated. Staff also follow appropriate procedures for the safe administration of medication.

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Leadership and governance Urgent improvement

Leaders' understanding of the early years foundation stage (EYFS) safeguarding and welfare requirements is not sufficiently secure. As a result, leaders have not implemented statutory requirements relating to key-person arrangements, the supervision of staff and safeguarding oversight consistently. Leaders cannot demonstrate that appropriate arrangements are in place to supervise, support and monitor staff practice effectively. Consequently, they are unable to assure themselves that staff have the knowledge, skills and understanding needed to fulfil their roles and responsibilities, which weakens their oversight of children's safety, welfare and individual needs.

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Leadership and governance Urgent improvement

Leaders have not identified gaps in staff knowledge. They have relied too heavily on staff completing training without checking sufficiently whether staff have embedded their learning into practice. This is reflected in weaknesses in staff's understanding of safeguarding procedures and some EYFS requirements. Consequently, leaders have not evaluated the effectiveness of training, support and supervision accurately enough to identify and address weaknesses promptly.

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Leadership and governance Urgent improvement

Staff speak positively about the support they receive from leaders, who are approachable, communicate regularly and show consideration for staff wellbeing and workload. Leaders acknowledge the weaknesses identified during the inspection and demonstrate a commitment to improving their knowledge, understanding and oversight of the provision.

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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 are not fully protected from potential risks because leaders have not ensured that safeguarding arrangements are fully effective. Leaders have not ensured that staff have a secure understanding of safeguarding procedures, including how to report concerns, share information appropriately and respond to concerns about adults' conduct. Leaders have also failed to identify weaknesses in staff knowledge and do not have a secure understanding of all their safeguarding responsibilities. As a result, leaders cannot be assured that concerns will always be recognised, reported and acted on appropriately to help keep children safe.

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

Leaders have not ensured that all statutory requirements are met. For example, they have not established a key-person system for children in the early years age range or ensured that suitably knowledgeable staff take charge in the absence of the manager. Consequently, oversight of children's individual needs, safety and welfare is weakened.

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

Children are happy, settled and enjoy attending the setting. They confidently choose from a range of activities and are eager to join in with play and learning experiences. Children form positive relationships with staff and their friends. Older children support younger children during games and activities, helping them to understand routines and expectations. This helps children feel included and develop a sense of belonging.

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

Children behave well and show kindness and respect towards others. They cooperate during play, share resources and enjoy working together to solve problems. Staff support children to develop confidence, independence and social skills through a range of creative and physical activities. Children say that they feel safe and secure at the setting, and enjoy spending time with their friends in an environment where they feel valued and listened to.

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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 safeguarding leadership and ensure that all staff, including designated safeguarding leads, have an accurate understanding of child protection procedures and the management of safeguarding concerns 28/08/2026

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Action Completion Date

ensure that there is a manager with sufficient understanding of the early years foundation stage (EYFS) and that arrangements meet the qualification and leadership requirements for children who fall within the EYFS age range 28/08/2026

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Action Completion Date

ensure there is a named deputy who is capable and qualified to take charge in the manager's absence 21/08/2026

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Action Completion Date

establish effective supervision arrangements to ensure that staff receive appropriate coaching, support and training to fulfil their roles and responsibilities 28/08/2026

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Action Completion Date

implement an effective key-person system for all children within the EYFS age range 28/08/2026

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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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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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Address:

St. Stephens (Kearsley Moor) C of E Primary School Bent Spur Road, Kearsley BOLTON BL4 8PB

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 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. 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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