Progressive Kids

Progressive Kids

Unique reference number (URN): 2801271 Address: Barrow URC Primary School, Old Row, Barrow, Clitheroe, BB7 9AZ Type: Childcare on non-domestic premises Registered with Ofsted: 30/08/2024 Registers: EYR, CCR, VCR Registered person: Progressive Sports South Lancashire Limited

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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

Leaders establish clear and consistent expectations that help children understand how to behave. Staff use calm, direct language to guide children. Children respond well and show positive attitudes throughout the session. For example, younger children engage for sustained periods as they work together to build dens. They listen to instructions and engage with activities. Furthermore, staff support children to make safe choices. When playing outdoors, children understand that they must not return to the building without telling a member of staff. They follow this rule independently and explain why it is important. Children know what is expected of them and take responsibility for their actions. This supports safe and orderly practice.

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Behaviour, attitudes and establishing routines Strong standard

Children build positive relationships across the age range. Older children support younger children during routines and play without needing adult direction. They help them understand what to do and include them in activities. This supports a sense of belonging and helps children feel confident within the group.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote the importance of attendance and punctuality. They use clear routines and communicate closely with the host school. For example, staff use daily handovers and information from the school to identify patterns of absence. Leaders work with families and provide consistent access to the club to support regular attendance. These approaches support children to attend regularly and be ready to learn.

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Children's welfare and wellbeing Strong standard

Children experience high levels of wellbeing at the club. Staff know children well and respond to their individual needs. They provide reassurance or space where needed. Children speak confidently with visitors about what they enjoy. This shows they feel secure and emotionally supported.

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Children's welfare and wellbeing Strong standard

Children learn how to keep themselves safe in a range of situations. They understand how to manage screen time and stay safe online. Children know what to do if the fire alarm sounds. They explain they must stop what they are doing and go to the agreed assembly point. This shows they understand how to keep themselves safe. Children also develop an understanding of others through shared experiences. Parents are invited to attend events, such as Mother's Day. This helps to build a sense of community within the club. Events such as Eid and activities linked to the World Cup help children to learn about similarities and differences. Children feel part of the setting and show respect for others. Consequently, this prepares them for life in communities beyond their own.

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Children's welfare and wellbeing Strong standard

Staff support children to develop healthy lifestyles. Children know to wash their hands before eating and use sanitiser at regular intervals. They take part in indoor tennis and use the outdoor space each morning. This supports their physical health and wellbeing.

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Inclusion Strong standard

Leaders establish an inclusive approach that enables all children to take part. This includes children with special educational needs and/or disabilities. They know children well and work collaboratively with the host school to understand children's needs. They work closely with the host school to review and share information about children's needs. Staff share information and review how best to support children. Staff respond promptly when children need additional support. They adjust activities, routines and expectations so children can take part alongside others. Staff monitor how well this support works and make changes where needed. This enables staff to provide consistent support and adapt practice effectively.

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Inclusion Strong standard

Leaders take purposeful action to reduce obstacles for children and families. For example, they offer additional access to the club to help establish consistent routines. Leaders share strategies with parents, such as ways to reduce screen time and encourage physical play at home. This helps to promote consistency between home and the club. As a result, children settle well, take part fully and are ready for the school day. Children feel included, valued and able to take part.

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Leadership and governance Strong standard

Leaders demonstrate effective oversight of the club and maintain a clear focus on providing safe and consistent care. They continually review the already well-established systems in place. For example, they have recently strengthened how they ensure ongoing suitability of staff by introducing additional measures. In addition, leaders carry out spot checks and test staff knowledge on a range of topics, such as food hygiene and allergens. This helps to maintain high standards and ensures staff understand their roles and responsibilities.

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Leadership and governance Strong standard

Leaders provide regular supervision for staff, focusing on wellbeing, workload and practice. All staff complete mandatory training regularly to ensure their knowledge is refreshed and kept up to date. In addition, leaders use observations to identify individual strengths and areas for development. This informs how leaders plan professional development to strengthen staff knowledge and skills. For example, staff complete early years training to better support the growing number of younger children who attend the club. This helps them to meet children's needs more effectively. This results in consistent practice and improves the quality of support children receive.

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Leadership and governance Strong standard

Leaders maintain well-established relationships with other professionals. They work collaboratively with the host school and other professionals to agree consistent strategies and approaches. This supports a high-quality approach, as staff respond in a consistent and informed way to meet children's needs.

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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 experience a positive start to their day at this breakfast club. They arrive and settle quickly and choose how to begin their morning. For example, children join in 'bug bingo', indoor tennis and den building. They concentrate as they take part and talk with others about what they are doing. These activities encourage children to work together and share ideas. Children spend time with friends from different classes and age groups. Older children support younger children during activities and routines. They help them to join in and understand what to do. Children show consideration for one another and include others

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About this setting

Unique reference number (URN): 2801271 in their play. This helps them to build relationships and feel part of the club. A healthy breakfast is available. Children access this independently throughout the session. They make choices about what to eat and manage routines confidently. This supports their wellbeing and helps them to be ready for the school day.

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About this setting

Staff support children to understand how to keep themselves safe. Children follow clear expectations, including 'be safe, be respectful, be ready'. They understand why these are important. For example, during breakfast, children explain that food must not be shared. They know some children have allergies and it could make them unwell. Younger children show an understanding of personal safety. They talk about 'Pantasaurus' and explain that they would tell a trusted adult if they do not feel safe. Children behave very well.

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About this setting

Staff respond calmly and consistently, helping children to manage their feelings. Children approach staff confidently for support and reassurance. They greet visitors with confidence, showing they feel safe and secure. In addition, leaders and staff explain how they support children with special educational needs and/or disabilities. For example, they make adjustments to the environment, including providing quieter spaces. This helps children to regulate before returning to activities.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of all children.

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About this inspection

The inspector spoke with the nominated individual, club leaders, designated safeguarding lead, practitioners 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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Address:

Barrow URC Primary School Old Row, Barrow Clitheroe BB7 9AZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Progressive Sports South Lancashire Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 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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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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