ACE Kids@Fairfields Primary School

ACE Kids@Fairfields Primary School

Unique reference number (URN): 2851751 Address: Fairfields Primary School, Council Road, Basingstoke, RG21 3DH Type: Childcare on non-domestic premises Registered with Ofsted: 03/07/2025 Registers: EYR, CCR, VCR Registered person: Soccer Coaching 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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Behaviour, attitudes and establishing routines Strong standard

Staff greet children warmly and have a thorough understanding of their individual needs. Children show the excellent relationships they have with staff, and eagerly share what they have achieved during the day. They show consideration for others, for example by holding doors open as they arrive at the club. The familiar routines staff provide help children settle quickly. Children put away their belongings and explain that this helps keep them safe. Parents and carers value the caring atmosphere and the positive impact staff have on their children's behaviour, confidence and wellbeing.

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Behaviour, attitudes and establishing routines Strong standard

Staff have high expectations for behaviour and involve children in discussing the club's rules. They adapt their explanations to suit different ages and levels of understanding so that everyone can contribute. Staff respond sensitively when children are worried or need help managing their emotions. Children with special educational needs and/or disabilities (SEND) can use sensory resources and a quiet den, for example, when they need a calmer space. This gives them the time they need to return to activities when they are ready. The excellent partnership working with the school, parents and carers ensures that targeted strategies to support children in managing their emotions are consistent. This has a positive impact on children's wellbeing.

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Behaviour, attitudes and establishing routines Strong standard

Children take turns, share resources and enjoy playing together. Staff offer specific praise and step in promptly to help children resolve difficulties. During outdoor team games, staff encourage children to listen to one another, work together and keep trying when something is difficult. Children are beginning to recognise their own strengths and achievements and to understand the value of perseverance. Leaders understand the importance and benefits of punctuality and attendance. Secure policies and procedures are in place. Staff work closely with the school, parents and carers to maintain and monitor children's attendance.

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Children's welfare and wellbeing Strong standard

Children's wellbeing is a priority at this nurturing club. Staff focus on children's wellbeing and use highly effective strategies to support children in developing healthy eating habits. They offer a wide variety of nutritious options, and even the youngest children enthusiastically choose their favourite fruits and vegetables. They select fillings for their wraps and wait patiently while staff prepare them. Staff also incorporate food tasting days and encourage children to try new foods. Staff supervise children closely and prepare food safely, including cutting fruit appropriately to reduce the risk of choking. The outdoor area allows children to be physically active and to understand the benefit of daily fresh air and exercise. During hydration breaks, for example, staff encourage children to think about why their hearts beat faster during physical activity.

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Children's welfare and wellbeing Strong standard

Staff are attentive to children who may need additional support. They discuss children's individual dietary and medical needs with parents and carers, teachers and specialists at the school. This ensures they are consistently aware of any changes that may affect children's welfare needs. Staff adapt the environment and provide quieter supervised space for those

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Expected standard

children who struggle to eat socially, for example. Leaders offer food hampers to families in the holiday periods, which is particularly supportive to disadvantaged children.

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Expected standard

Staff provide highly effective opportunities for children to develop practical life skills. Children clear their plates, put food waste in the appropriate recycling bin, and help wipe down tables. Parents and carers report that their children are increasingly willing to take on similar responsibilities at home.

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Inclusion Strong standard

Leaders and staff have high expectations for every child and a secure understanding of how to meet individual needs. They work closely with families and professionals with the school, and draw on relevant education, health and care plans to provide tailored support. Staff adjust the way they interact with children. They use a range of approaches, including visual aids, to help children with special educational needs and/or disabilities (SEND) settle in each day. This is also particularly helpful for children who need support to manage their emotions. These approaches help children feel safe, valued and included, and give them confidence to take part in activities.

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Inclusion Strong standard

Specific, targeted training helps staff to build on the skills they need to support children with SEND. Daily briefings keep them informed about each child's needs, and allow them to adjust plans and activities so all children can participate. When children need a break from a busy environment, staff make quieter spaces available and offer calm reassurance. This supports children's wellbeing and helps them manage their emotions.

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Inclusion Strong standard

Inclusion is central to the ethos of the club. Leaders work with the local authority and other agencies to support disadvantaged children and those facing barriers to learning. This commitment is evident throughout the setting. Parents and carers speak positively about the care their children receive and appreciate the welcoming, inclusive environment.

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Leadership and governance Expected standard

Staff are dedicated to improving outcomes for children. They have worked very hard to ensure strategies to manage children's behaviour are embedded and consistent. Parents comment on the positive relationships they have with staff and the noticeable difference in their children's behaviour since starting at the club. They are confident that their children are safe, happy and thriving. Secure partnerships with teachers and specialists at the school also contribute effectively to meeting children's individual needs. All children, including those with special educational needs (SEND), benefit from coordinated support and a broad range of enriching experiences that promote their wellbeing and confidence.

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Leadership and governance Expected standard

Staff praise leaders for working collaboratively to meet the needs of all children. They say they work well as a team. They are happy in their role and leaders typically take their wellbeing into account. Staff complete mandatory and some targeted training, which has had a positive impact on their skills in supporting those children with SEND. Leaders visit the club, review the quality of provision and give targeted feedback to enhance the provision. However, changes within the senior management team have led to inconsistencies in staff supervision and individual support. As a result, staff do not always have regular, structured opportunities to discuss their practice and identify areas for development. This slightly hinders continuous improvement at the club.

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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

Staff spend time getting to know children well. They seek detailed information from parents and carers before children start and maintain highly effective and secure partnerships. The remarkable partnerships staff have also built with school teachers and specialists mean that children's care and wellbeing is consistent. This has a significant impact on children's welfare each day. Children arrive at the club happy and eager to join in. They begin the session with quiet time, and excitedly share news about their school day. Children choose from a range of activities, including construction, drawing and physical play. They cooperate well and show determination. For example, children work together to build tracks for their cars. They test different arrangements to see how they can make the cars travel faster. Older children show kindness to others and help their younger peers. Even those children attending for the second or third time readily engage in activities. They quickly begin to form

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

positive relationships with staff and their peers.

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

While talking about and drawing characters from a recent film, such as 'Toy Story', children recall events from the film and share their ideas. They listen to one another, take turns to speak and explain what they have added to their pictures. Staff use the conversation to encourage children to think about screen time and how to stay safe online. This helps children develop an understanding of personal safety. Outdoor games give children opportunities to take appropriate risks and solve problems. When an approach does not work, they try a different strategy. This helps them to understand the importance of honesty and fairness and supports them in accepting the result of a game. This helps children manage their emotions during competitive play. All children, including those with special educational needs and/or barriers to their learning, thrive in the club.

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Next steps

Leaders should strengthen the arrangements for staff supervision so that staff have regular opportunities for feedback and reflection, supporting a consistent culture of continuous improvement.

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About this inspection

The inspector spoke with leaders, staff, parents 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. Jane Franks

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Address:

Fairfields Primary School Council Road Basingstoke RG21 3DH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Soccer Coaching Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 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. 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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