Super Sports Malvern

Super Sports Malvern

Unique reference number (URN): 2783223 Address: The Downs Malvern College Prep School, Brockhill Road, Malvern, WR13 6EY Type: Childcare on non-domestic premises Registered with Ofsted: 05/03/2024 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

Leaders and staff establish clear and consistent expectations for behaviour, helping children understand what is expected of them. Staff gather detailed information from parents before children attend, including through inclusion conversations and 'All About Me' forms, so routines and support are in place from the start. As a result, children settle quickly, join groups confidently and follow expectations.

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Behaviour, attitudes and establishing routines Strong standard

Children respond very well to clear routines and structure. During group times, they listen attentively, sit calmly and follow instructions, such as '1, 2, 3, eyes on me'. They use 'kind hands and kind feet', say please and thank you and take turns during activities. This helps children cooperate and build positive relationships.

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Behaviour, attitudes and establishing routines Strong standard

Staff use clear demonstrations and consistent communication. For example, they model activities such as dribbling a ball or taking turns in games. Children stay focused, show perseverance and try again when tasks are challenging.

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Behaviour, attitudes and establishing routines Strong standard

Staff support children to manage their behaviour positively. They break instructions into smaller steps, adjust group sizes and offer reassurance. Children also use quiet spaces or seek support from staff ,when needed, helping them return to activities calmly. Strong routines and close partnership with parents help children feel secure, behave well and stay fully engaged.

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Children's welfare and wellbeing Strong standard

Children receive a warm welcome from familiar staff into a warm and welcoming environment. They quickly settle by joining their key group, greeting friends, and choosing activities. Children move confidently between structured sessions, free play and routines, supported by consistent adults, who know them well and respond quickly to their needs. The club is screen free, which encourages children to remain active, social and fully engaged throughout the day.

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Children's welfare and wellbeing Strong standard

Children manage many aspects of their own care. They collect and eat snacks, open lunch boxes and choose what to eat while sitting with friends and staff. They refill water bottles and manage personal care independently, building confidence and self-care skills.

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Children's welfare and wellbeing Strong standard

Children take part in daily physical activity, where they stretch, run, jump, balance and use equipment safely. They learn to look after their bodies through movement, rest breaks and reminders to stay hydrated. When children feel unwell or tired, staff respond quickly to support them. Children learn to recognise and manage emotions. They talk to staff when upset and are supported to re-join activities calmly. Familiar routines, such as group time and snack, help children feel safe, settled and confident throughout the session.

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Inclusion Strong standard

Leaders create an inclusive culture by gathering detailed information from parents before children start. This helps staff understand each child's needs early and plan support from the beginning.

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Inclusion Strong standard

Staff help all children take part by making small and simple changes. They break instructions into smaller steps, show children what to do and give extra time when needed. For example, during sports activities, staff model movements before children try them, helping them copy and succeed. Staff provide quiet spaces, where children can take a short break if they are finding things too much and return when ready. Staff adjust activities during sessions to help children stay involved. For example, they reduce group sizes, pair a child with a consistent adult or simplify games. This helps children stay engaged and prevents frustration.

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Inclusion Strong standard

Leaders and staff monitor children closely and share information daily. They review how well support is working and make quick changes when needed. Staff use calm communication, clear routines and positive relationships to help children feel safe and confident.

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Inclusion Strong standard

Leaders ensure children with special educational needs and/or disabilities are well supported. They work closely with parents to understand children's individual needs. Staff make practical adjustments during sessions, so children can take part fully, feel included and enjoy their time at the club. They work closely with parents and would involve other professionals if needed. As a result, children take part confidently, build independence and enjoy playing alongside their peers.

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Leadership and governance Strong standard

The provider and the leadership team are committed to delivering a safe, organised and high-quality out-of-school club, where children are well cared for and supported to enjoy their time. Leaders have a clear understanding of the strengths of the club and take prompt action, when improvements are needed. They regularly observe staff's practice, give clear feedback and hold performance discussions to maintain high standards and ensure consistency in practice. Leaders work extremely well with the host school, who respond quickly to any concerns raised. For example, safety issues such as gate security are addressed quickly, leading to improvements that help keep children safe.

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Leadership and governance Strong standard

Staff receive support through regular guidance, clear communication and ongoing training in safeguarding, health and safety and activity delivery. Leaders use up-to-date guidance from external organisations to ensure practice remains current and effective. Staff reflect on their practice and use feedback from leaders to make improvements, which supports consistent high-quality care and positive experiences for children across 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 arrive at this safe, well-organised and inclusive club, where staff get to know them well and support them from the moment they arrive. They develop a strong sense of belonging, proudly wearing their club T-shirts. Children settle quickly into familiar routines, with key staff helping them understand expectations and what will happen during the day. This helps them to feel secure and ready to join in. Children take part in a wide range of active and engaging experiences, including gymnastics, football and creative play. They enjoy moving in different ways, such as stretching tall, or making themselves small or wide.

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Inspector:

Tina Smith Children work together in small groups, take turns and try new activities, building confidence as they play and practise new physical skills. For example, children carefully dribble balls around cones and persevere to improve their skills.

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Inspector:

Children enjoy lots of opportunities for free play, where they choose from activities, such as running games, outdoor chess, table tennis and hoops. These opportunities help children to relax, be creative and enjoy unstructured time with their friends. All children are fully included in activities. Information shared by parents helps ensure their individual needs are understood before they start. Children receive support through adapted activities, sensory resources, quieter spaces and additional reassurance when needed. As a result, all children are able to take part in ways that suit them and feel comfortable within the club.

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Inspector:

Children respond well to clear routines and consistent expectations. They understand what is expected of them and follow simple guidance during the day. Children enjoy recognition for positive behaviour and achievements through rewards, such as 'superstar medals', which help them feel proud, motivated and part of the group. Staff keep children safe through close supervision and well-managed routines. Children move safely between activities, and staff respond quickly when needed to ensure their wellbeing is prioritised. Overall, children feel safe, belong and enjoy their time at the club. They confidently take part in activities, build positive relationships and develop independence in a supportive and well-structured environment.

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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 children with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning.

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About this inspection

The inspector spoke with leaders, staff and the special educational needs and disabilities coordinator 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:

The Downs Malvern College Prep School Brockhill Road Malvern WR13 6EY

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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 - 05:00

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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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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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