ACE Kids@Rucstall PrimaryOfsted report card, 28 Sept 2026

ACE Kids@Rucstall Primary

Unique reference number (URN): 2819639 Address: Rucstall Primary School, Holbein Close, Basingstoke, RG21 3EX Type: Childcare on non-domestic premises Registered with Ofsted: 06/01/2025 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 Expected standard

Staff build secure and trusting bonds with the children right from the start. They pay particular attention to the youngest children, especially at the start of the school year when school and club life are very new to them. Staff benefit from the teachers' handover at the end of the day, where they share any pertinent information about individual children's days. This is particularly beneficial for those children who face barriers to their learning and experiences, as it promotes adaptations that may be required in advance, easing transitions for children. Leaders promote regular attendance through clear communication with parents.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children typically behave well. They understand and follow the club rules that support school expectations, alongside established routines. They respond to the boundaries set by staff and engage in positive interactions with one another. Children enjoy helping their friends to understand rules for new games, and show excitement as they wait for their turn when playing team games outside.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes to the games and activities that are on offer, and engage well. They feel listened to when asked their thoughts about the club and activities, and appreciate staff allowing them to contribute their own ideas and suggestions about future club plans. Children are busy and motivated and clearly have fun.

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Children's welfare and wellbeing Expected standard

Children typically build warm and secure relationships with their key person. They are known well, and staff make appropriate adaptations when children need them. For example, for those who find transitions challenging, staff provide boards depicting pictures of what is happening now and what will happen next. This allows children to anticipate what is to come, consequently supporting their emotional wellbeing and ability to participate fully in the club. Children typically enjoy time outside daily. They practise a variety of skills that support their physical development well.

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Children's welfare and wellbeing Expected standard

Staff maintain an awareness of where children and staff are at all times through a walkie- talkie system. This promotes safe supervision. Parents feel supported and well informed. Their written and verbal responses are largely complimentary. They speak positively about the wide range of activities on offer at the club, where staff know their children well.

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Children's welfare and wellbeing Expected standard

Staff promote decision-making skills and self-confidence. Children enjoy the responsibility of making choices about their own snack options and making their own sandwiches. Staff provide a wealth of healthy options here. However, they do not consistently help children gain a deeper understanding of why these options are good for their bodies to encourage life-long healthy habits.

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Inclusion Expected standard

Leaders have established clear policies and procedures that ensure that parents and carers share important details about their child's health and individual requirements before they start at the club. Staff typically use this information and know the children well. They make sure that any dietary requirements and medical needs are met safely and effectively. Staff understand that children facing barriers to their experiences, including those with special educational needs and/or disabilities, may require activities and interactions to be adapted to meet their individual needs. They generally know when they need to slow their interactions down, provide additional equipment such as ear defenders or provide children with calm spaces to regulate when they become overstimulated or anxious.

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Inclusion Expected standard

All children develop self-help skills. They help to tidy up, butter their own wraps or bread for snack, and help to carry resources to the playground areas. Children learn to respect their friends' wishes, with staff providing gentle reminders when required. This supports children's wellbeing.

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Inclusion Expected standard

Leaders discuss the use of any additional funding with school staff and parents. In the main, this helps to provide more focused support in key areas of development, further promoting children's participation in activities and experiences.

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Leadership and governance Expected standard

Leaders largely demonstrate an understanding of the club's strengths and areas for future development. They listen to the views of parents and children, and take these into account when developing and adapting the club's provision. Leaders and staff ensure there is a wide range of activities that suit the needs of the varying ages. These include activities that consider how the youngest children may be tired after their full days at school. They offer crafts, books and LEGO, as well as the physical activities organised outside.

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Leadership and governance Expected standard

This setting currently offers term-time-only wraparound care. However, leaders ensure that children's families in receipt of additional funding are made aware of the holiday clubs provided by the company, which they can access in the local area. This helps them to meet the needs of the local community well.

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Leadership and governance Expected standard

Leaders value their staff, who feel valued and supported. Their hands-on approach promotes their understanding of what the setting offers. However, at times, they do not support staff with professional development opportunities that specifically target their own individual capabilities. Consequently, leaders do not consistently support staff to build on their current skills to improve and enhance children's experiences even further.

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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 happy and are welcomed warmly at the after-school club. They settle quickly, with staff acknowledging their feelings and offering reassurance to the youngest, and to those who may have had a tricky day at school. This helps children to feel secure and ready to take part in their play and activities. Children enjoy engaging in a wide range of activities that reflect their varying ages and interests. They benefit from the sensitive adjustments that are made to activities, including staff helping them with cutting skills during crafts. They remain engaged and involved in their activities for long periods. Children who require extra

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About this setting

Unique reference number (URN): 2819639 time, clearer explanations or quieter areas receive support without feeling set apart from their peers. All children feel valued and develop a sound sense of belonging at the club.

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About this setting

Children enjoy outdoor play. They are keen to go outside, and show that they know how to stay safe. For example, they know which areas they can access during club time and why this is safe. Children relish the physical challenges that staff provide for them, and benefit from staff's clear explanations and demonstrations of new skills. Children work collaboratively during organised team games and then enjoy free time to make their own choices outside with friends.

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About this setting

Children develop their independence skills as they select activities, prepare their snack and organise their belongings. They demonstrate a clear understanding of daily routines and follow the rules of the club. For instance, they know to walk and to use quieter voices when inside. Children behave positively and show consideration and care for others. When making craft medals, children offer to hold templates in place to make drawing around them easier for their friends. They share resources and take turns willingly. Children enjoy spending time with their peers, and these positive relationships contribute to a calm and nurturing environment for all.

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Next steps

Leaders should enhance how staff use opportunities during routines to support children's understanding of healthy habits. Leaders should develop systems further to support some staff to improve practice, including positive high-quality interactions, to best support children's positive experiences.

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About this inspection

The inspector spoke to 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.

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Address:

Rucstall Primary School Holbein Close Basingstoke RG21 3EX

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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 - 08:45,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.

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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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