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1066 Kids Club @ Baird

1066 Kids Club @ Baird is a pre-school in Hastings for children aged 5 to 11, with 10 registered places. Ofsted report card, 11 August 2026: Strong standard in 1 area, Expected standard in 3 areas; safeguarding standards met.

The Baird Academy, Elphinstone Avenue, Hastings, TN34 2DJ

Key facts

Type
Pre-school (Sessional day care) (Ofsted childcare register, as at 30 June 2026)
Ages
5 to 11 (Ofsted childcare register, as at 30 June 2026)
Registered places
10 (Ofsted childcare register, as at 30 June 2026)
Registered
25 June 2024 (Ofsted childcare register, as at 30 June 2026)

Opening hours

Monday,Tuesday,Wednesday,Thursday : 08:30 - 17:30,Monday,Tuesday,Wednesday,Thursday : 15:00 - 18:00

Source: Ofsted report, inspection on 11 August 2026

Who runs it

1066 Kids Club @ Baird is run by 1066 Kids Holiday Club Limited (Ofsted register).

Latest inspection

  • Inclusion: Expected standard
  • Behaviour, attitudes and establishing routines: Expected standard
  • Children's welfare and wellbeing: Strong standard
  • Leadership and governance: Expected standard
  • Safeguarding standards met

Source: Ofsted, inspection on 11 August 2026. Contains public sector information licensed under the Open Government Licence v3.0.

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

Children enjoy attending the holiday club. They arrive happily and settle with ease, supported by staff who take time to greet them and talk about their morning. Children quickly choose from a wide range of engaging activities that reflect their interests, showing high levels of curiosity and confidence. There is a sense of welcome and belonging. For example, children chat openly with staff about what they enjoy and what they have achieved. When children explore independently, staff sensitively join them, engaging them in conversation and play. This helps children feel noticed and included. Children gather with staff at the start of each session to greet one another and understand the day's routines. These predictable moments help all children, including those with special educational needs and/or disabilities, those known to social care and disadvantaged children, feel calm, secure and happy throughout the day.

Children benefit from thoughtfully planned activities, inside and outside. They collaborate with others during activities, such as team-building games. This helps them to take turns, negotiate and build positive friendships. Children concentrate during creative activities, such as building with Lego, threading bead animals or drawing and colouring. These activities also provide quieter times for children who need calm moments during the day. Children have plenty of opportunities to build on their physical skills. For example, they climb on outdoor play equipment, play football and take part in yoga, dance and kick-boxing classes. Children build on their understanding of how to stay safe and the people who can help them through activities and visits, such as from community support officers. Children enthusiastically ask questions and excitedly try on police uniforms and explore a police car. These thoughtfully planned experiences support children's growing confidence and resilience. Regular attendance is promoted sensitively with families, ensuring children benefit fully from the rich experiences that help them thrive.

What Ofsted found in each area

Inclusion: Expected standard

Leaders identify children's needs swiftly and with care. Before children join, they gather detailed information through booking forms, conversations with parents and carers and contact with schools and social workers, for instance. This means they build a detailed picture of each child, including those with special educational needs and/or disabilities, those known to social care and disadvantaged children. They can then put tailored strategies of support in place from the beginning. Leaders review the impact of support regularly and make adaptations when needed, such as adjusting timetables and increasing adult support during transitions.

Communication methods, such as weekly meetings and morning debriefs, help all staff to identify children's new or changing needs and be aware of strategies they should use to support them. In general, staff know children well and apply a range of effective strategies, such as 'now and next' language, signing and calming regulation techniques, to meet their needs. These approaches support children's communication, reduce barriers to engagement and help them move confidently and calmly through the day. However, these strategies are not yet used consistently by all staff, meaning some children do not benefit from the same high-quality support at all times.

Leaders use funding thoughtfully to ensure all children, including those facing additional barriers, are fully included at the setting. Carefully planned opportunities, such as police visits, wellbeing talks, hand massage and animal handling workshops broaden children's experience and support their confidence, curiosity and wellbeing.

Behaviour, attitudes and establishing routines: Expected standard

Children experience clear, calm routines that help them feel secure from the moment they arrive. Children settle quickly, greeted warmly by staff, who sit with younger or more anxious children to help them feel safe and ready for the day. Registration time sets high expectations for behaviour and attitudes. For example, children collaboratively discuss the rules and why they matter. This gives them ownership and supports a positive, respectful culture.

Overall, children play and work together with kindness, showing positive attitudes across a wide range of activities. When disagreements or frustration occur, leaders respond quickly. They recognise when games become overstimulating and adapt activities, redirect behaviour or offer individual support. This helps children regulate their emotions and feel calm as they move through the day.

Staff are positive role models. They use everyday interactions to promote kindness, care and respect, and they support children to understand their feelings through sensitive conversations. Attendance is promoted effectively through warm communication with parents and carers, helping children benefit fully from all the setting has to offer after school and during the holidays.

Children's welfare and wellbeing: Strong standard

Children's welfare and wellbeing are prioritised incredibly well. Leaders have an excellent understanding of children's needs and families' changing circumstances. They build secure partnerships with parents, carers, schools and outside agencies. Leaders act quickly when concerns arise, contacting outside professionals to ensure children receive the right support. They regularly review the procedures used to promote children's wellbeing and are proactive in strengthening them. These inclusive approaches ensure all children, including those with special educational needs and/or disabilities, those known to social care and disadvantaged children, feel valued, supported and settled throughout the day.

Children benefit from well-structured routines that help them feel calm and ready to enjoy their time at the setting. For example, staff greet children warmly, sit with those who are anxious and provide clear expectations at the start of each day. Rules and routines reinforce positive habits and help children understand how to look after themselves. They also learn how to stay safe in the community through experiences, such as police visits.

Healthy lifestyles are promoted consistently. For example, children learn the importance of physical exercise and taking care of their wellbeing with plenty of outdoor play opportunities, indoor team sports games, dance and yoga. Children enjoy the nutritious snacks and lunches provided, making their own wraps at lunchtime and discussing healthy choices with staff.

Leadership and governance: Expected standard

Leaders have good oversight of the setting. For example, they regularly visit and maintain communication with staff, using this to understand how well the provision is running day to day. They know the setting's strengths and areas for development clearly and act quickly to address them. For instance, leaders are proactive in recognising where practice can be strengthened, organising further training, coaching and opportunities to build staff confidence and expertise.

Staff wellbeing and workload are prioritised. Staff describe leaders as approachable, supportive and visible. Leaders ensure staff feel listened to and provide targeted professional development opportunities that reflect both children's needs and staff development goals. For example, leaders organise training and meetings to support staff knowledge in areas, such as supporting children with special educational needs and/or disabilities, children's emotional regulation and positive behaviour. Regular team meetings, supervisions and induction processes help staff have a clear understanding of their responsibilities and feel confident in their roles.

Partnerships with parents and carers and the community are a strength. Leaders communicate sensitively, gaining detailed information about children's needs, and stay in regular contact with families as children attend. They work closely with schools, social workers and other agencies to ensure children receive the right support. This collaborative approach ensures children's welfare, inclusion and enjoyment remain central to the setting's vision and daily practice.

What the setting must and should do next

The provider should:

  • Leaders should strengthen all staff's understanding of children's individual needs and the strategies required to support them consistently across the setting.

Ofsted's words, from the report on the inspection on 11 August 2026. Read the full report on the Ofsted website. Contains public sector information licensed under the Open Government Licence v3.0.

Ofsted report cards (England, from November 2025)

Since 10 November 2025 Ofsted has graded nurseries and pre-schools on a report card. There is no single overall grade. Instead, each of six areas gets one of five grades: Exceptional, Strong standard, Expected standard, Needs attention, Urgent improvement.

The six areas are inclusion; curriculum and teaching; achievement; behaviour, attitudes and establishing routines; children's welfare and wellbeing; leadership and governance. Safeguarding is judged on its own, as met or not met.

Expected standard means the setting does what Ofsted expects of every setting. Strong standard and Exceptional are above that; Needs attention and Urgent improvement mean Ofsted found things the setting has to put right.

Source: Ofsted reports

Funded childcare hours in England

All 3 and 4 year olds in England can get 15 hours of free childcare a week, for 38 weeks of the year.

Working parents of children aged 9 months to 4 years old can get 30 hours of free childcare a week for 38 weeks of the year (Free Childcare for Working Parents), if they meet the earnings rules. You confirm your details every 3 months.

Some 2 year olds can get 15 hours a week when the family gets certain kinds of extra support.

The hours are used at a registered provider that offers them, so ask each nursery how it offers the funded hours.

Source: GOV.UK: Free Childcare for Working Parents, check if you're eligible · GOV.UK: Free childcare and education for 2 to 4 year olds (checked 31 October 2026)

Other nurseries nearby

  • In2play Outdoor Pre-School - Pre-school, Hastings TN34 3FW, ages 2 to 4, 30 places, 0.3 miles
    Ofsted, 29 January 2025: Outstanding overall; safeguarding is effective
  • The Meadows Nursery School - Day nursery, Hastings TN34 2EW, ages 1 to 5, 57 places, 0.4 miles
    Ofsted, 31 January 2024: Good overall; safeguarding is effective
  • Artemis Hastings - Day nursery, Hastings TN34 3NG, ages 0 to 5, 47 places, 0.4 miles
    Ofsted, 28 January 2025: Good overall; safeguarding is effective
  • Clive Vale Nursery School - Day nursery, Hastings TN34 2AX, ages 0 to 4, 73 places, 0.4 miles
    Ofsted report card, 27 February 2026: Strong standard in 2 areas, Expected standard in 4 areas; safeguarding standards met
  • Jigsaw Day Nursery - Day nursery, Hastings TN34 1BA, ages 2 to 4, 30 places, 0.8 miles
    Ofsted, 28 January 2025: Outstanding overall; safeguarding is effective

Schools nearby

1066 Kids Club @ Baird on the Ofsted website