Freestyle Wraparound – Henry Chichele Primary SchoolOfsted report card, 29 Sept 2026

School

Unique reference number (URN): 2859908 Address: Henry Chichele Primary School, School Lane, Higham Ferrers, Rushden, NN10 8NQ Type: Childcare on non-domestic premises Registered with Ofsted: 17/09/2025 Registers: EYR, CCR, VCR Registered person: Freestyle Soccer Academy Ltd

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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

Children behave well. They are focused on their play experiences throughout. Staff provide resources that follow children's interests. They play alongside them, for example, while they take part in games. All ages of children get along well together and form friendships. They are respectful to staff and each other. Staff are positive role models who demonstrate polite manners, saying 'please' and 'thank you'. They offer specific praise and encouragement for children's efforts. They adapt their interactions with younger children and those with any additional needs to ensure they participate fully. For example, they provide simple instructions and clear guidelines to support children's understanding so that they can meet expectations for their behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Staff offer children choices throughout the session, for instance, asking children whether they want to have a snack or not. Children also choose if they want to play indoors or outdoors and which of the activities available that they prefer. However, the strategies to consult with children, for example, about any future improvements to routines, activities and snacks, are less well embedded. This means that children have fewer opportunities to feel that their views are valued and acted upon.

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Behaviour, attitudes and establishing routines Expected standard

Leaders monitor children's attendance, working very closely with parents and with the staff at the on-site school. If children do not attend as planned, staff follow this up promptly to ensure children's safety. Leaders ensure they understand each families' needs and make plans to support children's regular attendance.

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Children's welfare and wellbeing Expected standard

Leaders provide clear procedures for staff to help keep children in their care safe. For example, staff supervise children closely while they are eating. They follow safe practices for any children with allergies. Staff provide healthy and nutritious snacks overall. However, leaders have not considered how to support staff to ensure a consistent approach to promoting children's understanding of making healthy choices.

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Children's welfare and wellbeing Expected standard

Overall, staff encourage children's independence, such as looking after their own belongings. However, robust hygiene procedures are sometimes not followed. Staff do not always remind children of the importance of washing their hands after outdoor play and before having a snack. Children enjoy daily opportunities to have fresh air and exercise. They practise their physical skills, including running in different directions, and kicking, throwing and catching balls. Children delight in playing their own games together. Staff know when to intervene and when to leave children to lead their own play. They ensure children learn to keep themselves safe while moving between the outdoor and indoor areas, such as when they need to use the toilet.

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Children's welfare and wellbeing Expected standard

Leaders and staff prioritise supporting children's positive emotional wellbeing. They are proud that children are happy at the club and have trusting relationships with staff and each other. Staff continuously identify ways to help children manage their feelings so that they benefit from their time at the club.

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Inclusion Expected standard

This is an inclusive club where children feel welcome and valued as individuals. Leaders and staff are committed to meeting all children's current and ongoing needs. They are determined to help overcome any barriers that children experience. Purposeful partnerships with parents and carers, and with the onsite school, help staff get to know children and families. Any concerns about children's engagement and wellbeing are recognised quickly and addressed. There is an ongoing exchange of information to benefit children.

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Inclusion Expected standard

Staff adapt their interactions, routines and resources to meet children's different needs. For instance, staff identify children who may become overwhelmed during transitions from school to club or between activities. One example of how they help children to understand their expectations of them is when staff talk about what is happening now, next and later. Staff remind children of the guidelines for their time at the club. This helps to prepare them for forthcoming changes in routines and experiences. Staff are aware of the importance of promoting children's feelings of security and belonging. One of the ways they do this is through their kind and respectful interactions with them. If children need a quiet space during sessions, there is a room nearby where they benefit from subdued lighting and soft play equipment.

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Leadership and governance Expected standard

Leaders regularly visit the club and give general feedback about the sessions that they observe. When staff start at the club they support them to develop their knowledge of requirements and expected practice through, for example, training videos. Leaders ensure that staff complete and update all mandatory training to help keep children safe, such as paediatric first aid, safeguarding and food hygiene. They support new staff effectively with these clear induction procedures. However, they do not focus ongoing support and professional development programmes to build on staff practice and develop their individual skills as effectively. This means that staff do not yet experience consistent opportunities to extend their knowledge precisely to benefit all children in their care. Relationships between the club and the onsite school are positive and support children's ongoing needs well. Staff work with the school to exchange information to support continuity

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Leadership and governance Expected standard

of care. Partnerships with parents and carers are well-established. Parents are positive about their children's experiences at the club and the support given for their families. Staff share information with parents at collection times. Leaders reflect on the strengths of the club and identify some improvements. For example, they plan to extend communication with parents further by providing a regular newsletter with updates about activities and routines.

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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 are happy, settle quickly and have fun at the club. They chat about their day with staff that collect them from their classrooms at the on-site school. Children show they feel secure with staff that know them well overall. They sit sociably together on the mat at the beginning of the club session. Children explore resources that staff have chosen to match their interests and ages and stages of development. For example, children play cooperatively with model vehicles, lining these up in order of size. Children who prefer certain toys, for instance, dinosaur models, access these easily. This helps support them with the move from school to club. Children become engaged in activities from the start.

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

Children freely choose from a range of experiences, indoors and outside. They practise turn- taking when they play card games with staff. Children use their imaginations while they take part in a drawing challenge for a club competition. They talk to staff, and each other, with excitement about their creations. Children collaborate with their friends to complete their pictures. Outdoors, children invent their own games, using the lines on the playground. They run around vigorously and practise their ball skills, such as football and basketball. Children play alongside, and make friends, with others in different age groups. Older children willingly help younger ones.

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

Children confidently follow familiar routines at the club. For example, children independently take care of their belongings, placing these in containers on their arrival. There is a calm, friendly and welcoming environment that helps children to thrive and feel that they belong. Staff act promptly to meet children's changing needs in consultation with parents and school. Children who face barriers benefit from tailored support and adaptations to routines. Some staff work in the on-site school. This helps provide further continuity of care for children.

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Next steps

Leaders should consider ways to enhance consultation with children to use their views to enrich planning for activities and routines. Leaders should support staff to help children develop deeper understanding of the importance of healthy routines and choices. Leaders should focus supervision and professional development programmes for staff more precisely to enhance individual practice.

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About this inspection

The inspector spoke with leaders, practitioners, parents and children during the 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

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Address:

Henry Chichele Primary School School Lane, Higham Ferrers Rushden NN10 8NQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Freestyle Soccer Academy Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 15:45,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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Age range of children at the time of inspection

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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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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