Future Stars Coaching at Trinity Primary School

Inspection of Future Stars Coaching at Trinity Primary School Trinity Anglican Methodist Primary School, Marjoram Way, Portishead, BRISTOL BS20 7JF

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This provision meets requirements

Staff plan the environment well and children can choose whether to be indoors or outdoors, which means they settle quickly and happily engage in the activities. Children play well together and have positive relationships with staff. For example, they welcome staff's involvement in football and discuss how they are decorating their candle holders. Children comment that they love coming to the club, seeing their friends and the lovely staff.

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This provision meets requirements

Through good self-evaluation, leaders have changed the planning to provide a greater variety of experiences, including children's interests, wishes and ideas. They ensure activities focus on teamwork, social skills and developing children's positive attitude to learning. Children climb, balance and swing, using their large muscles and managing appropriate risks successfully. Staff also recognise that some children need quieter, restful activities after being at school. They plan weekly, ensuring they include daily craft, creative and imaginative activities. They provide a quiet area with books, which younger children have found beneficial when they first arrive.

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This provision meets requirements

Overall, staff provide good support for the youngest children. They help them to feel confident and demonstrate new skills, giving clear instructions. For example, they enjoy learning to play boules, listening and responding well to the rules of the game. Children are emotionally secure and have fun, developing good skills that support them well at school.

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need to do better?

n The manager provides a positive role model for staff, encouraging children to develop their independence skills, such as demonstrating how to use scissors. Children have a go and later use them confidently on their own. Staff confirm how well managers support them in their roles and enable them to continue their professional development. n Staff state they enjoy working for the company. They confirm that the good induction procedures ensure they feel confident in their roles. The management team provide good support for the lead coach, such as leadership skills. She gets regular meetings with the manager and can email or phone for queries or support. The manager observes staff and provides feedback to help them keep improving. n Staff interact well with children, ensuring they are all involved and happy. They engage children in conversations. Children listen to each other and make contributions, which supports their language and social skills well. However,

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need to do better?

occasionally, older children dominate discussions, so younger children sometimes

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need to do better?

17 June 2025 find it harder to join in. n Staff are good role models for children to understand expectations and behave well, appropriately acting positively on unwanted behaviour. Staff give children responsibilities and encourage older children to mentor the younger ones. Managers have been focusing on how staff promote fundamental British values, such as voting on activities and respecting others. They are providing training for staff to further support their knowledge and skills. n Staff plan good opportunities for children to be active, play outside and rest when they need to. Children enjoy indoor table tennis, outdoor chalking and sitting quietly to read books. Staff also plan alternative activities, such as yoga to support well-being. Children enjoy healthy snacks and make good choices from the options available. For example, they have wraps of ham, cheese and cucumber, and rice cakes and fruit. However, although children have drink

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need to do better?

bottles, staff do not always remind them to keep hydrated. n Parents are very positive about the setting. They confirm how much their children love coming to the club, which has helped some children to settle better at school. They also comment on how well staff support children who speak English as an additional language. Parents confirm they receive good information by emails, newsletters and daily hand-over. They now provide important information on children's interests and abilities before they start, enabling staff to have a clearer understanding of how to support children. n The management team and staff work well with the school. They have changed their procedures for the collection of children, so teachers bring them to the setting. This has meant not only less disruption for the children and greater safety but also more opportunities for staff to talk to the teachers, enabling them to understand children's daily individual needs better.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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Setting details

Unique reference number EY562124 Local authority North Somerset Inspection number 10398763 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Out-of-school day care

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inspection

Total number of places 30 Number of children on roll 88 Name of registered person Future Stars Coaching Ltd

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reference number

Telephone number 01275 397710 Date of previous inspection 7 November 2019

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Information about this early years setting

Future Stars Coaching at Trinity Primary School registered in 2018 and is situated in Portishead, Bristol. The setting provides care Monday to Friday, from 7.45am until 9am and from 3.15pm until 6pm during school term times, and from 8am until 5pm during school holidays, for children who attend the school. Future Stars Coaching Limited employs a manager and two members of staff to work directly with the children. The manager holds early years professional status. The lead coach is a level 3 teaching assistant and one member of staff holds a coaching qualification at level 2.

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Inspection activities

n The manager, lead coach and inspector completed a learning walk together and discussed the aims and rationale for their planning. n The inspector talked to staff at convenient times, observing the quality of interactions, indoors and outdoors, assessing the impact this was having on children's behaviour and attitudes and personal development. n The inspector spoke with parents and children, and read written feedback left by parents for the inspection and took account of all their views. n The manager and inspector discussed the leadership of the setting, and the inspector sampled documentation, including evidence of the suitability of staff.

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Inspection activities

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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Inspection activities

17 June 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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