Kidz Zone Club - Ascot RoadOfsted report card, 2 Oct 2026

Kidz Zone Club - Ascot Road

Unique reference number (URN): 2845632 Address: Ascot Road Primary School, Watford, Hertfordshire, WD18 8AD Type: Childcare on non-domestic premises Registered with Ofsted: 20/08/2025 Registers: EYR, CCR, VCR Registered person: Kidz Zone Club 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 Strong standard

Children are kind, happy, respectful and enjoy socialising with their peers at the setting. They say they enjoy attending the club, particularly the outdoor activities. Children's behaviour is exemplary. They consistently use polite manners, listen to and follow instructions and speak kindly to one another. Children receive praise for their positive behaviour, reinforcing expectations and building their confidence and self-esteem. They respect their environment, use resources carefully and tidy away when they have finished playing. Children benefit from sensitive interactions that reflect their individual needs, abilities and ages, helping them understand what is expected of them. They know what to expect during each session and feel confident and settled in their routines.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have carefully considered how to keep children engaged and have established an enriching programme offering a wide range of activities and experiences. Sessions are thoughtfully planned to provide a balance of opportunities for free play and child-led learning, alongside activities that introduce children to new skills and experiences led by adults. All children, including the youngest, remain focused and concentrate well during activities. They demonstrate perseverance and resilience, when faced with challenges. Leaders are aware of the importance of regular attendance and support families with this, ensuring children benefit from the full experience of attending the setting.

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Children's welfare and wellbeing Strong standard

Leaders and staff are focused on meeting the care needs of all children, helping them form secure attachments and promoting their welfare and wellbeing. Leaders have made positive improvements to the provision for early years children by developing the settling-in process. When children start at the setting, leaders gather information from parents, children and staff to gain insight into their interests and backgrounds. This holistic approach enables staff to build trusting relationships with children and their families.

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Children's welfare and wellbeing Strong standard

Children learn how to keep themselves safe, when using outdoor play equipment. Staff encourage them to take turns, play cooperatively and treat each other with respect. Children learn about healthy food choices as they enthusiastically engage in a food-based activity, making 'traffic-light toast'. Staff support children to recognise and understand their emotions and develop strategies to help regulate their feelings. For example, children who need additional support at the end of the school day are offered a quieter walk and one-to-one time with an adult to talk about any worries or how their day has been. This nurturing approach supports children's transition from school to the setting in a calm and consistent manner.

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Inclusion Strong standard

Leaders and staff are committed to providing an inclusive setting that every child can access. They have a thorough understanding of the setting's context and thoughtfully adapt the provision to accommodate the individual needs and backgrounds of the children. As a result, children benefit from a structured and consistent approach that supports their emotional regulation. Leaders support families by offering flexible collection times, where possible, helping to maintain consistency in children's routines. Parents speak highly of the setting and comment on the wide range of activities on offer, the healthy food choices and the care and attention children receive.

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Inclusion Strong standard

Leaders and staff liaise regularly with the school and parents to ensure children's individual needs are met. This includes children with special educational needs and/or disabilities and those who face other barriers to their learning or wellbeing. Leaders and staff reflect on their practice, seek advice and draw on strategies shared by other professionals and parents. For example, some staff have received training in basic Makaton signs to support children's communication and understanding. Children benefit from staff, who confidently use effective strategies to support their engagement and emotional wellbeing. For children who find transitions challenging, access to a quiet sensory tent, nurturing responses and clear, concise language have a significant positive impact. These positive interactions and relationships help children feel safe and secure, and better able to access the learning environment.

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Leadership and governance Strong standard

Leaders are highly reflective and proactive in continually improving the provision. They make meaningful changes that develop staff confidence and expertise across all areas of practice. Leaders have developed a highly impressive training and supervision programme for staff and work collaboratively to ensure high standards are consistently embedded in practice. They maintain a close oversight of the quality of the provision through regular on- site observations. Leaders demonstrate a clear commitment to ensuring that younger children benefit from experiences that are appropriate to their abilities, interests and needs. This has had a significant positive impact on early years children's enjoyment and engagement at the setting.

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Leadership and governance Strong standard

Staff receive regular training, including safeguarding, which helps them understand their responsibilities for keeping all children safe and remain up to date with changes in the sector. Weekly management meetings provide further opportunities to share best practice, discuss concerns, celebrate successes and promote consistency across the setting. Leaders demonstrate a well-developed commitment to staff wellbeing and provide access to a workplace counselling service, which staff have benefited from. Staff report feeling well supported, value the training they receive and enjoy working for the company. They describe leaders as extremely approachable and feel confident seeking further guidance when needed.

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Leadership and governance Strong standard

Leaders understand the importance of recruiting and retaining high-quality staff, who foster positive, professional and respectful relationships with children and their families. They also work proactively with school staff to prioritise children's welfare and wellbeing and promote a consistent approach across the school and the setting. Leaders have a comprehensive understanding of the quality of the provision and use their close oversight to identify strengths and areas for further improvement. Their reflective approach ensures the provision continues to evolve in response to the needs and interests of children and their families.

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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 receive a warm and friendly welcome at the start of each session and quickly settle into this inclusive and nurturing setting. Children feel valued as staff take the time to discuss the children's day and interests with them. Children who need additional reassurance or comfort after school are given time to reflect on their day and feel listened to and supported by staff, who know them well. Children remain fully engaged in activities and behave very well. They understand the setting's rules and expectations and follow simple instructions, helping to maintain a calm and positive environment. Children know which playground

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Address:

Ascot Road Primary School Watford equipment they can use and which adults they can approach for help. They have a strong sense of belonging and confidently explore the environment, choosing which resources they wish to play with.

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Address:

Children play together harmoniously, inventing their own games and interacting with peers from a range of year groups. They enthusiastically participate in the varied activities on offer, including archery, ball skills, games, laser tag and food-based experiences. Children take pride in their achievements, such as creating traffic-light toast using the healthy food options available. They also have opportunities to develop their gross and fine motor skills through fun and engaging physical activities. Children benefit from positive role models and experience respectful, kind and calm interactions. Their emotional wellbeing is prioritised, enabling them to feel safe, happy and included. As a result, children enjoy their time at this setting and develop positive relationships with both staff and their peers.

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Next steps

Leaders should continue to embed their successful approach to developing staff practice, so that all staff consistently promote activities and routines to maintain children's engagement.

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About this inspection

The inspector spoke with leaders, staff and children during the inspection. The inspector read parent testimonials 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. Hertfordshire WD18 8AD

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About this inspection

Type: Childcare on non-domestic premises

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 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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