Super Sports Coventry

Super Sports Coventry

Unique reference number (URN): 2776866 Address: Bablake & King Henry Viii School, Warwick Road, Coventry, CV3 6AQ Type: Childcare on non-domestic premises Registered with Ofsted: 07/02/2024 Registers: EYR, CCR, VCR Registered person: Super Sports Camps 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 Strong standard

Children confidently follow established routines. They are highly responsive to the rules and expectations in place, and staff serve as excellent role models. Staff treat all children and one another with kindness and respect. Children cooperate extremely well. Staff assist new starters by staying close and creating opportunities for them to build relationships with their peers. Older children act as excellent role models. Their patience with younger children in the group is superb. Mixed-age groups are highly effective in supporting children's increasing independence, such as helping them to open snack packets.

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Behaviour, attitudes and establishing routines Strong standard

The routine at the setting is well established, which is particularly important for younger children. The setting is very effective at raising children's awareness of the expected code of conduct. Staff sit them down in the morning to review their expectations. For example, 'we use kind hands'. They set clear boundaries and make age-appropriate adaptations for younger children. Staff skilfully interject with clapping, marching and counting to help children focus and re-engage if necessary. The setting excels at making children feel valued. For example, there are daily awards consisting of medals and certificates. Children take great pride in becoming a 'Super Helper' or a 'Cheerleader' of the day. This significantly boosts children's confidence and self-esteem.

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Behaviour, attitudes and establishing routines Strong standard

Leaders anticipate barriers before children start and adapt routines to help them. Consequently, children settle quickly, attend regularly and enjoy their time. Leaders monitor attendance meticulously. They take prompt action if children do not arrive at the setting and quickly seek reassurance about the child's whereabouts.

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Children's welfare and wellbeing Strong standard

Leaders and staff foster a very nurturing environment. Children feel a strong sense of belonging. They are confident as they hang their coats and bags in the changing rooms and place their water bottles on the bench, ready to play. Staff's knowledge of each individual child and the established key-person system enables them to tailor their provision successfully, including for disadvantaged children and those with special educational needs and/or disabilities. They actively support children in expressing and managing their emotions to promote their emotional wellbeing. For example, they discuss what makes their friends happy and sad during their play, and reflect on the reasons. Strong key-person arrangements are highly effective, particularly for younger children, and greatly influence how children settle and provide a sense of consistency in their care.

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Children's welfare and wellbeing Strong standard

Staff follow excellent hygiene procedures. They support younger children in blowing their noses, reminding them to put the tissues in the bin afterwards and to cover their mouths when they cough. Staff help ensure children understand the reasons why, such as 'We don't want to spread any germs.' The setting excels in providing children with a thorough understanding of the importance of physical development and a healthy lifestyle. Leaders ensure children's lunch boxes are healthy and safe, offering parents tips and advice on healthy food. They carefully check lunch boxes and make sure the food sent does not pose a choking hazard. Staff sit alongside children to encourage safe eating and enhance their socialisation skills. They consistently remind children of the importance of staying hydrated throughout the day and facilitate regular drink breaks.

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Children's welfare and wellbeing Strong standard

Staff prepare children exceptionally well to understand risks during their play. For example, they discuss safety when using equipment, such as cricket bats. For example, they encourage children not to stand too close to their friends and the reasons why.

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Inclusion Strong standard

Leaders create a highly inclusive culture across the setting. They are proactive in identifying children's needs before they begin. Leaders and staff collect and use information from parents, schools and other professionals to support children. They are quick to identify any emerging needs and adaptations. Staff skilfully use the information to create personalised support plans and organise activities.

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Inclusion Strong standard

Leaders and staff reduce barriers to participation through thoughtful adaptations and flexible approaches for children with special educational needs and/or disabilities, as well as for those who face barriers to learning. Staff expertly adapt routines so that children can participate seamlessly alongside their peers. For example, they adjust routines to meet children's needs, using visual timetables and picture cards for non-verbal children. Additionally, staff prepare sensory boxes and utilise quiet spaces for children who may need extra emotional support, providing a calm environment for when they might become overwhelmed. This helps give children the time to regulate their emotions.

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Inclusion Strong standard

Leaders and staff hold high expectations for all children who attend. The commitment and experience of leaders in supporting children with special educational needs and/or disabilities greatly improve children's ability to settle and participate fully in the setting. Staff attend training to extend their knowledge even further and ensure they can support children to make progress. Children benefit greatly from the attention to detail leaders provide during the planning process. Leaders monitor children's attendance closely and follow up promptly when attendance is not as expected.

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Leadership and governance Strong standard

Leaders maintain strong oversight of the setting and its smooth running. They rigorously ensure that safer recruitment procedures are robust. There are thorough and detailed induction and training procedures for staff. Training has a positive influence on the services leaders provide to children; it improves staff knowledge and expertise, and prioritises children's safety.

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Leadership and governance Strong standard

Leaders have established an ethos of continuous reflection. They gather parents' views and regularly check in with staff and children to see how they can further improve the service. Leaders monitor staff wellbeing and workloads and provide regular support, supervision and mentoring. They excel in ensuring staff feel valued in their roles, with awards for 'coach of the week'. As a result, staff excel in their roles.

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Leadership and governance Strong standard

Partnerships with parents are highly effective. Strong communication channels, through the website, portal, and social media pages, keep parents informed about activities and updates. They offer an abundance of healthy lifestyle tips that support both physical and mental health. Parents praise the setting highly. They comment on how much their children enjoy attending, the consistency of the staff team and the range of activities on offer.

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Leadership and governance Strong standard

Leaders and staff place a high priority on liaising with schools to support children with special educational needs and/or disabilities, including meetings to ensure staff are well supported and that there is continuity of care. Leaders consistently place children's best interests at the heart of the setting.

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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 are extremely happy, safe and welcomed at this high-quality setting. Staff are passionate in their roles and foster children's enjoyment. They participate in a variety of creative and sports activities, and enjoy plenty of fresh air. Staff and coaches assist children in developing a wide range of physical skills. For example, throwing, catching and kicking a ball. The many team activities greatly help children to take turns and cooperate. This significantly supports children's health and wellbeing and aligns with their interests, ages and developmental stages.

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

Routines are seamlessly integrated, enabling smooth transitions between activities and outdoor spaces. Snack and lunchtime offer opportunities for children to socialise. End-of-day sessions, such as listening to stories and award presentations, offer downtime before collection. The diverse range of creative and physical activities helps children to flourish. They become absorbed as they stretch like giraffes and curl up like snails during a gymnastics session. Staff also enhance younger children's concepts of up, down, sideways and backwards. They practise counting when lining up and playing team games. Children learn to listen and follow instructions, such as 'raise your arm and touch your toes'. Staff skilfully make activities enjoyable and imaginative, such as when children play musical statues. They pretend to use binoculars to help decide who is still moving. This captures children's attention as they play. Children build strong relationships with the staff team, who

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

Staff consistently embed positive behaviour and involve children in supportive tasks. For instance, choosing a helper of the day. As a result, children's behaviour remains calm and reflects the setting's high expectations. Staff create many opportunities for children to develop their independence and confidence. For example, during creative time, children select activities and engage with resources independently.

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

Leaders and staff strive to understand each child's needs. This includes children with special educational needs and/or disabilities or who are experiencing other barriers to their learning. Staff ensure they work closely with parents to support children's attendance.

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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 disadvantaged children, those with special educational needs and/or disabilities, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, staff, children and parents during the inspection. Written views from parents were also viewed.

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Address:

Bablake & King Henry Viii School Warwick Road Coventry CV3 6AQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Super Sports Camps Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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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Age range of children at the time of 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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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