Future Stars Coaching at Whitehall Primary

School

Unique reference number (URN): 2749997 Address: Whitehall Primary School, Johnsons Lane, Bristol, Avon, BS5 9AT Type: Childcare on non-domestic premises Registered with Ofsted: 01/09/2023 Registers: EYR, CCR, VCR Registered person: Future Stars Coaching 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 at the club. They understand the rules and usually follow them. When small problems happen, staff step in calmly and help children sort them out. They teach children to share, take turns in games and think about other people's needs. This helps the club feel calm and friendly. Children develop positive relationships with staff and feel comfortable talking to them. They also build friendships with other children, often mixing with different age groups. This helps them grow in confidence and improve their social skills.

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Behaviour, attitudes and establishing routines Expected standard

Staff make sure they always have up-to-date information about which children are expected to attend each session. They carefully check if a child is absent or if someone new arrives. If needed, they speak with school staff or parents to make sure every child is safe and accounted for.

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Behaviour, attitudes and establishing routines Expected standard

Children understand the club routines and usually follow them well. When they arrive, they hang up their belongings and take responsibility for them during the session. Staff have reviewed and improved the snack time routine. The new system has created a calmer atmosphere, which especially benefits younger children. However, some staff do not always give clear or quick reminders about the new arrangements, which can sometimes leave children unsure about what to do next.

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Inclusion Expected standard

Leaders at the club work closely with parents and host school staff to understand each child's needs. This helps them support the wide range of ages and abilities of children who attend. Their aim is to ensure that every child enjoys their time at the club. Leaders adapt the environment to meet differing needs, including for children who may face barriers to learning. They provide additional spaces and quieter areas when needed. For example, comfortable areas have been created in the main hall to give children a place to relax after

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Needs attention

the school day. The club also has access to a nearby classroom, which offers a calm space for children who need support to self-regulate.

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Needs attention

Leaders and staff actively promote inclusion. They ensure children of all ages, including those who require additional support, can access the activities and spaces available. Staff encourage younger and older children to mix, play cooperatively and learn from one another. Clear processes are in place to support children, who struggle with behaviour or find group activities challenging. Staff provide additional responsibilities and tailored opportunities linked to children's interests, such as den building or taking on the role of 'helper of the day', to encourage engagement and positive participation.

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Leadership and governance Expected standard

Regional leaders support the setting well, overall. This helps to improve and develop staff practice. Leaders understand their responsibility for governance of the club and to work in the best interests of the children that attend. There have been some changes to the leadership of the club in the last year. Well-outlined improvements have been implemented in some aspects of practice and routines, and children are beginning to benefit from these. Improvements are in the early stages and more consistent implementation by staff is needed. Leaders typically undertake observations and assessments of the staff and the team's effectiveness. Leaders hold regular supervision meetings with staff and outline support and training needs. There are plans in places to develop staffs knowledge and skills further, but these have not yet been undertaken.

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Leadership and governance Expected standard

Staff form suitable links with staff and teachers at the host school and with parents. Staff get to know children's needs and share information on an ongoing basis to support the children. Parents are positive about the club. They say staff are helpful and flexible and that their children enjoy attending.

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Children's welfare and wellbeing Needs attention

Some staff are inconsistent in their supervision of the children and their implementation of the club's policies and procedures. Staff do not check on the younger children as they walk from their class or notice that some lag behind as they are clearly tired after their day at school. Leaders have to step in and assist to get all the children to the club base in the hall of the host school. Additionally, without communicating to other members of the team, some staff leave the room during the session when they are supposed to be supervising and supporting children. Leaders again manage to quickly cover but the team's deployment is stretched.

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Children's welfare and wellbeing Needs attention

Staff show care and concern for children and make sure that children's health and hygiene are supported suitably. They encourage children to wash their hands before their meal and help children with their healthy snack choices, with some staff offering useful explanations to help children understand the importance of these practices. Staff support children in activities helping them with tasks. They offer tips and ideas for children's success as they experiment at the craft table and help them to enjoy their time at the club. Children have suitable opportunities to be active outside. They enjoy the football session and playing with their friends on the playground.

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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 build beneficial relationships with the staff and enjoy seeing their club friends and mixing with different ages of children. They show a sense of belonging to the club and generally learn to follow the club's rules and routines. Staff provide a wide choice of healthy tea items and fresh fruit is available, which the children enjoy. This healthy tea is flexible and children appreciate this so that they can have more later in the session, helping them know their own needs and refuel after their day at school. Children particularly enjoy the creative activities. Staff inspire their interest with fun ideas, such as drawing and designing their own superhero. Staff show genuine interest when children talk about the characteristics of their superhero in detail. Children learn new techniques, as staff help them make a fish, cutting out card to make the fin. This helps them feel relaxed and happy at the club.

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

Children have plenty of space to play and enjoy choosing from a wide range of activities. Some explore the different sports and physical games available, such as playing football outside, while others select quieter options, like board games. Groups of children also come together to engage in imaginative role play, both indoors and outdoors, making good use of the resources provided by staff and the space within the playground.

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

However, staff do not always implement the club's policies and procedures consistently to ensure that children are supervised at all times. This means that oversight is not always as robust as it should be. Nevertheless, leaders respond appropriately when concerns arise and adapt their support to reduce any potential impact on children's welfare and wellbeing. They take steps to address gaps in practice and work to maintain a safe and secure environment for all children.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following action by the assigned date:

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effectively and that children are consistently supervised and

Leaders should ensure children receive quality interactions from all staff throughout the session, to help children follow club routines and build their confidence and wellbeing to higher levels.

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Address:

Whitehall Primary School Johnsons Lane Bristol Avon BS5 9AT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Future Stars Coaching Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 08:40,Monday,Tuesday,Wednesday,Thursday,Friday : 15:20 - 17:30

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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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About this inspection

The inspector spoke with the operations manager, staff 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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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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