Ballers Sports Coaching Ltd

Ballers Sports Coaching Ltd

Unique reference number (URN): 2779930 Address: Holy Trinity CofE Primary School, Dartmouth Road, London, SE23 3HZ Type: Childcare on non-domestic premises Registered with Ofsted: 28/02/2024 Registers: EYR, CCR, VCR Registered person: Ballers Sports Coaching 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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Inclusion Strong standard

Leaders and staff place inclusion at the heart of the setting and create a highly inclusive environment, where every child's individual needs and interests are consistently recognised and met. Staff know all children, including those with special educational needs and/or disabilities (SEND), particularly well and build strong, trusting relationships with them. This enables children to confidently express their thoughts and feelings through conversations, written reflections and regular feedback about the provision. Leaders gather detailed information during the registration process and work closely with the school from the outset to precisely identify and assess any barriers to children's participation and wellbeing at the earliest opportunity.

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Inclusion Strong standard

Staff benefit from regular, targeted training, including a strong focus on SEND, which equips them with the skills and confidence to adapt practice effectively. They implement strategies consistently and work in close partnership with parents, the school and other professionals to ensure a highly coordinated approach to support. Leaders make highly effective use of available funding to secure additional resources and opportunities, such as planned outings, which significantly enhance children's experiences and promote full inclusion.

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Inclusion Strong standard

Staff actively promote children's independence and sense of belonging. Children take on meaningful responsibilities, such as setting tables, which fosters confidence and self- esteem. Staff also provide well-considered spaces, including access to the library, where children can rest, regulate their emotions and engage in low-stimulation activities. These highly effective approaches ensure that barriers are minimised and that all children are fully supported to participate and thrive.

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Behaviour, attitudes and establishing routines Expected standard

Leaders create a positive environment, where expectations for behaviour are clear and consistently promoted. Children greet staff with enthusiasm, reflecting the strong and trusting relationships they have developed. Staff encourage positive behaviour and attitudes to learning by recognising and praising children's efforts and achievements. They communicate expectations clearly, for example, by discussing rules with children before sessions and explaining the reasons behind them, helping children to understand and take ownership of these expectations.

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Behaviour, attitudes and establishing routines Expected standard

Staff work closely with the school to ensure a unified approach to supporting all children, including those with special educational needs and/or disabilities. They take children's individual needs and stages of development into account when supporting behaviour. Staff maintain good supervision of both indoor and outdoor spaces and provide timely reminders to help children stay safe. Children build positive relationships with their peers and collaborate well. They engage enthusiastically in a range of thoughtfully planned activities and demonstrate good teamwork, such as when working together to build structures outdoors. Children communicate effectively, remain engaged and sustain their focus during play.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established clear routines that support children's sense of security and help enable smooth transitions between activities. There is generally a shared understanding of expectations; nevertheless, communication between staff could be further strengthened to ensure a fully consistent and coordinated approach in practice.

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Children's welfare and wellbeing Expected standard

Leaders and staff know children and their individual backgrounds well and use this knowledge to provide responsive care. Staff create a warm and welcoming environment, where children feel comfortable expressing their thoughts and emotions. They encourage children to share their feelings through conversations during calm activities, one-to-one interactions and opportunities, such as writing in journals. This supports children's emotional wellbeing and helps them to feel listened to and valued. Staff recognise that some children face barriers to their learning and treat each child as an individual. For example, they provide quiet areas, where children can access low-stimulation environments to rest and regulate when needed.

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Children's welfare and wellbeing Expected standard

Staff support children's physical development effectively. Children engage in a range of activities that promote both fine and gross motor skills, such as threading to make bracelets and participating in outdoor games, including football and basketball. These experiences help to develop children's coordination, balance and overall physical confidence.

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Children's welfare and wellbeing Expected standard

Leaders and staff promote consistent care routines that support children's health and independence. Children follow good hygiene practices, such as washing their hands at appropriate times, and take responsibility for setting and clearing tables. Staff encourage a calm period after meals and help children to understand the importance of rest. Although staff provide a healthy range of food, they do not consistently support children to understand the importance of making healthy choices and how these contribute to their overall wellbeing.

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Leadership and governance Expected standard

Leaders demonstrate a clear understanding of the setting's context and the backgrounds of the children who attend. They are committed to providing high-quality care and continually seek to strengthen the provision. Leaders use a range of approaches to evaluate practice, including quarterly staff meetings, an open-door policy and seeking children's views. These processes help to identify areas for improvement, and leaders work collaboratively with staff to implement changes.

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Leadership and governance Expected standard

Leaders have established clear policies and procedures, which are generally implemented effectively by staff. This supports the smooth day-to-day running of the wraparound provision and helps to ensure that statutory requirements are met. Robust recruitment procedures are in place, reflecting leaders' strong focus on safeguarding and ensuring that staff are suitable to work with children. While routines are established, these are not yet consistently implemented by all staff which, at times, impacts on the consistency of the interactions between staff and children.

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Leadership and governance Expected standard

Staff report that they feel valued and supported in managing their workload. Leaders provide regular opportunities for professional development, including mandatory in-house training and additional training focused on supporting children with special educational needs and/or disabilities. Leaders and staff work closely with the school and parents. They share and align strategies, helping to provide continuity of care for children.

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Leadership and governance Expected standard

Leaders engage positively with parents and the wider school community. They share information through regular newsletters and daily face-to-face discussions. Parents speak positively about the setting, noting that their children enjoy attending and talk fondly about staff. While children are encouraged to try a variety of foods, leaders do not consistently promote children's understanding of healthy choices to support long-term healthy lifestyles.

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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 happily arrive at the setting and settle quickly following the transition from the school day. They enter a welcoming and inclusive environment, where staff know them well as individuals. As a result, children feel comfortable and secure. They eagerly greet staff, talk about their day and show curiosity about the activities available, quickly becoming engaged in play.

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

Children confidently choose between a range of activities and freely decide how they would like to spend their time, allowing them to unwind from the more structured school day. Activities reflect children's interests, both indoors and outdoors. Children particularly enjoy the wide range of outdoor opportunities. They eagerly take part in ball games, such as football and basketball, as well as imaginative play. These activities support their physical development and provide opportunities to socialise and work together. Children feel listened to and valued, which supports their confidence within the group. For example, children contribute their ideas through questionnaires, they share their opinions about activities they enjoy and those they would like to try. In response, staff have provided resources, such as bracelet-making materials.

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

All children, including those with special educational needs and/or disabilities, benefit from effective partnership working between the setting and the school. Staff share strategies to provide consistent care and reduce barriers to children's experiences, helping children to feel secure and understand what to expect. Children form positive relationships with their peers. Older children support younger children as they settle in, helping them to understand routines and feel part of the group. This fosters a sense of belonging for younger children and encourages older children to develop confidence and responsibility.

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Address:

Holy Trinity CofE Primary School Dartmouth Road London SE23 3HZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Ballers Sports Coaching Ltd

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Address:

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

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Next steps

Leaders should strengthen staff communication to ensure a more consistent and coordinated approach towards shared goals across the setting. Leaders should ensure staff have consistent conversations with children about healthy choices, helping them to understand the importance of making positive lifestyle decisions and maintaining a healthy diet.

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About this inspection

The inspector spoke with leaders, staff, children and parents 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

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 .

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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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