Teachsport Extra Time

Teachsport Extra Time

Unique reference number (URN): 2793052 Address: Sharpness Primary School, Newtown, Berkeley, GL13 9NU Type: Childcare on non-domestic premises Registered with Ofsted: 27/06/2024 Registers: EYR, CCR, VCR Registered person: Teachsport South West 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 behave well within the club environment and appear familiar with the routines and expectations of the provision. They move calmly from classrooms to the club and settle quickly into snack and play activities. Children follow instructions from staff appropriately and cooperate positively with one another during activities and routines.

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Behaviour, attitudes and establishing routines Expected standard

Staff build positive relationships with children and use praise, encouragement and reminders to support behaviour appropriately. Leaders and staff establish clear routines and expectations for behaviour that help children settle quickly and understand the expectations of the club. For example, staff remind children about safe behaviour during football games. They also adapt activities to help children play safely together, such as suggesting children use cones to create goals.

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Behaviour, attitudes and establishing routines Expected standard

Staff promote attendance appropriately through clear procedures for monitoring children's arrival at the club. Leaders and staff understand the importance of following up unexplained absences and communicate with school staff and parents where needed. While staff generally support children appropriately during routines and play, they do not consistently encourage children to manage routine tasks independently or resolve problems during play. For example, staff sometimes complete tasks for children or retrieve resources for them rather than encouraging children to work out possible solutions themselves. As a result, children are not consistently encouraged to manage routine tasks and solve problems independently during routines and play.

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Children's welfare and wellbeing Expected standard

Children generally appear happy, relaxed and emotionally secure within the after-school provision. Staff know children well and respond sensitively to children's emotional wellbeing and individual needs. Staff spend time talking with children about their interests and experiences, helping them feel valued and supported within familiar routines.

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Children's welfare and wellbeing Expected standard

Children generally benefit from appropriate care routines after the school day. They receive healthy snack options, including crackers, fruit and vegetables, and have opportunities to be physically active indoors and outdoors. Snack times are calm and sociable, and staff supervise children appropriately throughout the session. Staff respond sensitively when children require reassurance or support.

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Children's welfare and wellbeing Expected standard

Staff promote children's understanding of hygiene routines through reminders about handwashing before eating and after using the toilet. While staff generally support children's care routines appropriately, they do not consistently encourage children to manage some tasks independently during routines and play. For example, staff sometimes spread butter onto children's crackers and plate up their snacks. As a result, children are not consistently encouraged to manage some self-help tasks independently during snack and care routines.

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Inclusion Expected standard

Leaders and staff know children well and understand their individual interests, routines and family circumstances. Staff communicate with parents and teachers to help maintain continuity in children's care and emotional wellbeing. Children generally benefit from consistent relationships with familiar staff, who understand their individual needs and preferences.

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Inclusion Expected standard

Staff identify changes in children's presentation and behaviour and adapt support appropriately to help children remain included in routines and activities. For example, staff recognise when children appear quieter than usual and work with teachers to provide additional support where needed. Staff usually adapt activities and routines appropriately in response to children's interests and preferences. For example, children access activities linked to their interests and staff support individual food preferences during snack routines. Staff support children sensitively during transitions from the school day into the club environment. This helps children feel settled and included with their peers.

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Inclusion Expected standard

Children play positively alongside one another within the after-school environment. Older and younger children socialise together and access activities confidently alongside their peers. Staff support children to feel included in activities and routines and generally encourage children to access resources and activities independently. Positive relationships between staff and children help children to feel secure, valued and understood within the provision.

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Leadership and governance Expected standard

Leaders understand the purpose of the club and aim to provide a calm environment, where children can relax, socialise and remain physically active after the school day. Leaders and staff have developed positive relationships with the host school, which generally supports continuity in children's care and emotional wellbeing.

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Leadership and governance Expected standard

Leaders use supervision, training and regular communication to support consistency across the provision. For example, leaders use messaging groups and newsletters to share information across the clubs. Staff speak positively about the support they receive and explain that leaders are approachable. Leaders consider staff wellbeing and adapt staffing arrangements to maintain continuity for children during periods of absence.

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Leadership and governance Expected standard

Although leaders communicate appropriately with parents, staff mainly share information about children's experiences verbally at collection times and do not yet use more established systems to consistently share information and gather the views of children and parents. As a result, leaders do not yet have consistently effective systems for sharing information with families, gathering feedback and reviewing children's experiences across the club.

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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 happily at the club and settle quickly into familiar routines after the school day. They spend time with friends within the relaxed environment and confidently choose from a range of creative and physical activities. Children listen to music together, draw pictures of themselves and others on paper plates, and use instruction booklets to create models with magnetic tiles. They move independently between activities and appear comfortable and secure within daily routines.

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About this setting

Unique reference number (URN): 2793052 Children develop positive relationships with staff and each other. Older and younger children play positively alongside one another and enjoy spending time together. Staff know children well and engage them in conversations and play linked to their interests, including tractors and vehicles. Children respond positively to praise and encouragement from staff and show enjoyment and concentration during activities. Children proudly share their achievements with staff and confidently approach familiar adults for reassurance and support.

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About this setting

Staff provide warm and considerate interactions throughout the session. They communicate with teachers and parents and/or carers to help maintain continuity in children's care and emotional wellbeing. Children have opportunities to relax, socialise and remain physically active after the school day. Snack times are generally calm and sociable and children enjoy talking together about their day and the activities available at the club. Staff support children to feel included within the group and children appear happy, relaxed and emotionally secure within the setting. Children generally understand the routines of the club well and follow expectations appropriately. Parents speak positively about the club and explain that children are happy to attend and benefit from the care and support staff provide.

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Next steps

Leaders should strengthen opportunities for children to independently manage routine tasks and solve problems during play and daily routines. Leaders should further develop systems for sharing information and gathering the views of children and parents to strengthen communication and self-evaluation.

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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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Address:

Sharpness Primary School Newtown Berkeley GL13 9NU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Teachsport South West Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:10 - 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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