Primary Sports and Education Breakfast and After School Club

School Club

Unique reference number (URN): 2764318 Address: Pilton Infant School, Abbey Road, Barnstaple, EX31 1JU Type: Childcare on non-domestic premises Registered with Ofsted: 24/11/2023 Registers: EYR, CCR, VCR Registered person: Primary Sports and Education ( North Devon) 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 enjoy attending the club and engaging in the wide range of activities provided. Staff establish daily routines that are consistent. Children gain confidence from the familiarity of these routines. For example, as children enter club, they enjoy a settling activity creating with play dough. Children are busy with this activity and engage well while waiting their turn for snack. Children demonstrate positive behaviours from the moment they enter club. They swiftly put their belongings away and sit for register. Staff reinforce positive behaviour through consistent praise and encouragement. This supports children's confidence and perseverance to blossom.

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Behaviour, attitudes and establishing routines Expected standard

Children are respectful towards each other, and older children nurture younger ones as they play together. There is genuine care and consideration for each other. For example, as children negotiate rules for a game of hide, seek and catch, older children exclaim 'Go easy on little ones, they are small and not so fast.' Staff monitor children's attendance closely and work with families and the 2 feeder schools to provide support with transitioning children from school to club, helping keep children safe.

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Leadership and governance Expected standard

Leaders and staff set up a friendly, welcoming environment, where the atmosphere is harmonious. Leaders prioritise promoting children's joy in physical activity and this strengthens children's sense of belonging. Leaders are reflective and adapt activities and the snacks they offer in response to feedback from children and parents.

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Leadership and governance Expected standard

Staff morale and wellbeing is high. They enjoy their roles and speak passionately about working with children. They value the support and guidance they receive from leaders, who are swift to recognise strengths in staff practice, allowing them to lead play activities they are passionate about. Leaders promote teamwork effectively. All members of staff

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Needs attention

confidently share their thoughts and ideas, and this helps the club run smoothly and activities remain engaging and varied.

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Needs attention

Leaders ensure that all staff are suitable to work with children and prioritise staff development. They support staff through apprenticeships and ensure trainees have a rich range of experiences that best develop their skills. Leaders make sure all staff complete first-aid training and have the confidence and skills to support children. Leaders engage well with families and the host school. They are responsive to the needs and requests of both and adapt routines and interactions with children as required.

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Needs attention

Leaders regularly evaluate the effectiveness of their provision. They recognise the importance of reflecting on strengths and areas for development and include all members of staff in the process. Leaders strive to provide quality play experiences for all children. Their interactions with children help all who attend view their efforts in sport positively. Leaders tell children that enjoying is achieving.

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Children's welfare and wellbeing Needs attention

The key-person role does not support the welfare and wellbeing of the youngest children or those with special educational needs and/or disabilities. While staff are kind and caring, interactions and support are not targeted enough to best meet individual's needs.

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Children's welfare and wellbeing Needs attention

Staff work well with parents and carers. They share key information about children's school days with them on collection. This helps parents and carers to share in the experiences of their child's school day and promotes children's welfare and wellbeing.

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Children's welfare and wellbeing Needs attention

Staff teach children how to keep themselves safe. They speak with them about their feelings and the importance of sharing how they feel if they need help or are unsure what to do. Staff sit with children as they enjoy a healthy snack and promote safer eating habits as they supervise. When children try to sit away from the snack table with food, staff explain the importance of sitting upright to eat and concentrating on chewing food properly. They sensitively assist them to the table to eat, praising their good choice as they do so. Staff monitor children's water bottles and offer to refill them when needed, highlighting the importance of keeping hydrated. This promotes healthy habits.

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Inclusion Needs attention

The club values inclusivity. Leaders welcome all children to attend. Children with special educational needs and/or disabilities (SEND) are happy and settled at club. Relationships between staff and children are respectful and positive. There is an active online booking system that affords parents the ability to book a session when they need, even at short notice.

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Inclusion Needs attention

Children with SEND enjoy taking part in activities that are inclusive for all. Discussions with leaders show they are responsive to children's individual needs, but do not promote consistency in care well enough. Staff's knowledge of children with SEND is not shared effectively and the quality of interactions does not best support their welfare and wellbeing. Interactions sometimes confuse children and lead to them disengaging with the activities they are enjoying. For example, children engaging in solitary play are encouraged by some staff to find other children to play with, while some staff comment on the joy of finding a quiet space and time to yourself. Staff encourage children to go and play again, and children leave the space and wander outside. They swiftly return and state 'too noisy'.

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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

The club is a welcoming, relaxed environment with a real sense of community. Children enjoy playing indoors and outdoors and spending time with each other. They enter excitedly and are eager to hear staff describe activities available for them to choose from. Staff greet children warmly, speaking to them about their school days and items they bring to the club, such as new reading books and art creations. Children enjoy chatting and playing games with staff.

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

Routines are well embedded and staff have high expectations for children's behaviours and participation. Staff promote children's independence, perseverance and collaboration. Children enjoy accessing outside play activities as and when they like. Older children delight in trying to catch a rugby ball launched into the air by members of staff. Staff praise their efforts and speak with them about keeping their eye on the ball and their hands close together when catching. Children enjoy following their guidance and cheer in excitement when they make a successful catch.

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

Staff supervise children well, minimise risks and keep them safe. They promote children's inquisitiveness as they play and give them the freedom to develop their curiosity of cause and effect. Younger children thoroughly enjoy using their whole body to launch balls into the air. Staff speak with them about their plan. Each attempt children make, they increase the force and excitedly declare that one went higher and higher. Staff praise their efforts, and this spurs their interest further.

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

Children enjoy developing their knowledge of cultural celebrations, such as St. Patrick's Day. They excitedly create crafts, such as shamrock hats. Children chat happily as they draw, cut and colour. When younger children need assistance using scissors, older children are quick to support. They praise younger children's cutting efforts, and this promotes children's social skills and confidence to flourish. Staff praise this positive behaviour and children beam with pride. Children enjoy relaxing on beanbags with blankets and cushions. They delight in removing their shoes, snuggling up and chatting with friends about their school day.

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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 actions by the assigned date:

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Action Completion Date

ensure that the key-person role is effective in meeting the individual needs of all children, including the youngest and those with special educational needs and/or disabilities 01/04/2026

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Address:

Pilton Infant School Abbey Road Barnstaple EX31 1JU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Primary Sports and Education ( North Devon) Ltd

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Address:

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

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Action Completion Date

develop staff's knowledge and understanding and their quality of interactions so that children's welfare and wellbeing are fully supported 01/04/2026

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About this inspection

The inspector spoke with leaders and staff 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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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. 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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