NSSport (MJ) Care Club

NSSport (MJ) Care Club

Unique reference number (URN): 2770036 Address: St. Michaels Primary School, Dee Road, Tilehurst, Reading, RG30 4AS Type: Childcare on non-domestic premises Registered with Ofsted: 15/12/2023 Registers: EYR, CCR, VCR Registered person: NSSPORT 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 Expected standard

Children generally behave well and play cooperatively across age groups. For example, children work together to build a marble run while others join in with team games. This helps to develop their social skills and build their confidence in different social situations. Although staff generally respond to any lapses in children's behaviour, the rules are not consistently enforced, particularly during busy parts of the day, such as snack time. This inconsistency can affect the calm and predictable environment children need to feel secure and thrive.

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Behaviour, attitudes and establishing routines Expected standard

Staff actively support children's play, prompting their thinking as they plan games and using questions to extend their learning. They help children navigate disagreements and find fair compromises. Children build warm, trusting relationships with staff. Even those who are newer or less sure seek comfort from the sensitive, caring adults around them, helping children feel ready to engage.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promptly follow up any non-attendance by contacting parents or liaising with the school. This helps to ensure children are safe and accounted for.

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Children's welfare and wellbeing Expected standard

Children demonstrate a secure understanding of the setting's routines. On arrival, they know where to hang their bags and belongings, which supports their sense of safety and helps them settle quickly. Children develop independence skills and make purposeful choices throughout the session. They pour their own drinks, self serve snacks and clear away their dishes, which promotes responsibility. Staff encourage children to make healthy choices and use sensitive negotiation when children are reluctant to eat, supporting their wellbeing. Staff reinforce effective hygiene practices, such as handwashing before meals. These routines promote children's health and contribute to their developing independence.

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Children's welfare and wellbeing Expected standard

Staff generally sit with children during mealtimes, modelling positive table manners and social interactions. However, this practice is not yet fully consistent across the setting, which limits the impact on children's social development. The club provides a calm, designated space, where children can regulate their emotions. Staff use 'emotion cards' that mirror those used in school, giving children consistent tools to recognise and express their feelings. This continuity supports positive behaviour and helps children manage their responses more effectively.

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Inclusion Expected standard

Leaders and staff generally know the individual children well. The club has effective systems to identify children with additional needs or barriers to their learning. Effective links with the school, alongside a thorough registration process, typically ensure that these children are recognised early and receive appropriate support. The club works closely with the school and parents to ensure that support for individual needs is consistent across settings. Adaptations introduced at the club mirror those used in school, providing children with continuity and helping them feel secure.

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Inclusion Expected standard

Staff implement targeted strategies for children who find transitions difficult, including the use of visual timetables and timers. These approaches help children understand what will happen next and move between activities with greater confidence.

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Inclusion Expected standard

Children's voices are valued. They are consulted to help make decisions, such as what food should be included on the menu and what resources are needed for the club. In addition to building their understanding of healthy eating, this enables the club to meet the interests of the children who attend.

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Leadership and governance Expected standard

Leaders actively gather the views of parents and children to inform their self-evaluation. For example, following parental feedback, they invested in additional resources. Leaders also consulted children to ensure the new resources reflected their interests. This approach helps ensure the provision remains responsive to the needs and interests of those who attend.

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Leadership and governance Expected standard

Leaders make sure all mandatory training, such as first aid, safeguarding and food hygiene, is up to date. Some staff have completed training on the impact of trauma on children's responses and behaviour. This has deepened staff's understanding of how children can be affected by trauma. Further opportunities to strengthen staff's professional development could be enhanced through more robust supervision arrangements. This would help to deepen staff practice and further improve outcomes for children.

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Leadership and governance Expected standard

Leaders have established effective relationships with both the local schools and parents. Parents speak positively about the club and value the prompt responses they receive from staff. They report that their children enjoy attending, particularly mentioning the outdoor activities and the food provided. They feel informed by staff and leaders of any important information and are confident in the warm trusting relationships the club provides.

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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 the club with enthusiasm. Younger children are collected from their classrooms, while older children make their own way, promoting trust and independence. On arrival, children confidently follow the established routines. They know where to place their belongings and to wash their hands ready for snack. Younger children benefit from a key person, who checks in with them and ensures they feel supported.

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

Children quickly form trusting relationships with staff, who are warm, caring and responsive to their needs. If children initially find starting the club daunting, staff work closely with parents and children to support a smooth transition. As a result, children feel secure, gain confidence and settle successfully. Children eagerly invite staff into their play, demonstrating the secure relationships they have built.

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

Children make independent choices about how they spend their time. They have daily access to the outdoors, where staff organise team games that bring together children of different ages, such as football and dodge ball. Children also engage in free play, creating their own games with friends and developing both their physical and social skills. The club provides ride-on vehicles and access to gym equipment, enabling children to be active and healthy. Staff organise the environment effectively so that children can use different areas safely, for example, by separating team games from ride-on toys.

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

Indoors, children explore their creativity through mark making and imaginative play. They also have quiet spaces, where they can relax and read if they choose. The range of

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Address:

St. Michaels Primary School Dee Road, Tilehurst Reading RG30 4AS

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Address:

Type: Childcare on non-domestic premises

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Address:

Register(s): EYR, CCR, VCR activities ensures that children's interests are met and that they can engage in play that supports their wellbeing and development.

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Next steps

Leaders should raise expectations of behaviour and consistently reinforce rules and boundaries, particularly at snack time. Leaders should strengthen supervision to support staff's ongoing professional development and wellbeing.

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About this inspection

The inspector spoke with leaders, staff, parents 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:50,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00

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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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