Progressive Sports @ Heath Hayes

Progressive Sports @ Heath Hayes

Unique reference number (URN): 2799316 Address: Heath Hayes Academy, Wimblebury Road, Heath Hayes, Cannock, WS12 2EP Type: Childcare on non-domestic premises Registered with Ofsted: 18/07/2024 Registers: EYR, CCR, VCR Registered person: Progressive Sports 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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Children's welfare and wellbeing Strong standard

Leaders have established a warm and welcoming and nurturing environment, where children feel secure and valued. Children develop a deep understanding of how to keep themselves healthy and safe. The sports-themed club actively promotes children's awareness of the importance of physical activity to care for their overall wellbeing. Children learn about healthy lifestyles, including how to manage healthy diets and the importance of breakfast as a key meal of the day. Positive relationships are evident. Children form close attachments with staff, who consistently prioritise their welfare and emotional wellbeing. Staff are proactive and thoughtful. They take steps to meet children's individual needs. For example, staff allow children time to regulate their emotions. They encourage children to use familiar comfort items to support their sense of security.

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Children's welfare and wellbeing Strong standard

Children confidently develop independence in managing their own personal care routines. Staff are attentive and inclusive. They adapt their support, where needed, to ensure all children, including those who need additional support, receive this. They consistently and successfully help children to participate and build their skills. As a result, the key-person system is well embedded. This ensures children know who to go to for reassurance and support. Staff demonstrate a sensitive and inclusive approach, when supporting children with special educational needs and/or disabilities and those experiencing barriers to their wellbeing. They use strategies effectively to help children to manage and express their emotions, including gently redirecting their play where appropriate.

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Children's welfare and wellbeing Strong standard

Staff regularly check in with children and reinforce close relationships. Furthermore, children show respect towards staff and confidently communicate their needs, such as requesting to play outdoors. Children's safety and welfare are given the highest priority. Staff maintain effective supervision and communication, including making use of walkie-talkies to ensure children are all accounted for at all times. These robust systems are in place to monitor children's movements, particularly when accessing outdoor areas. This ensures their welfare and wellbeing are consistently maintained.

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Inclusion Strong standard

Leaders and staff demonstrate a highly effective commitment to inclusion. They ensure that children with special educational needs and/or disabilities (SEND) and barriers to their wellbeing are well supported to thrive. Leaders gather detailed and purposeful information through well-established inclusion forms and booking systems. Furthermore, parents report how they support and adapt the club routines to assist their child's needs. This enables leaders to accurately identify, assess and support children's individual needs. Leaders work proactively and collaboratively with parents and carers and school staff to gain a thorough understanding of each child's level of need. They ensure the club is carefully tailored and responsive in supporting children with SEND or barriers to their wellbeing. Children are fully included in all aspects of the club.

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Inclusion Strong standard

Staff have a deep knowledge and understanding of the children they care for. They create a fully inclusive environment, where all children are able to participate in meaningful activities.

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Expected standard

Staff demonstrate a strong understanding of children's individual needs, particularly those who are sensitive to social interactions. For example, they skilfully adapt routines and experiences to ensure children can engage at their own pace, promoting a sense of comfort and security. As a result, children respond positively to this inclusive approach, their peers show respect and consideration. They develop an awareness of the needs of others. This creates a nurturing environment and staff ensure that all children experiencing barriers to their wellbeing are fully supported. Furthermore, all children are supported to engage confidently in activities, such as sensory play, quiet activities and cooperative board games with their peers. They demonstrate high levels of enjoyment and engagement.

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Expected standard

Staff promote respect for diversity and inclusion well. They make thoughtful adaptations to daily routines. For example, staff accommodate children's prayers. They actively help children to develop an understanding of different cultures and beliefs. Leaders work in close partnership with school staff. They meet regularly to review children's individual needs, including any ongoing barriers to their wellbeing. They share effective strategies and approaches that help children to manage and regulate their emotions successfully. Leaders ensure staff access relevant SEND and inclusion training to keep their knowledge current. They are proactive in seeking further professional development opportunities. As a result, this strengthens the quality of the club to ensure that all children receive consistent high levels of support.

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Behaviour, attitudes and establishing routines Expected standard

Children receive support to understand and follow the club's expectations for their behaviour. Staff consistently reinforce the rules and routines on arrival. This helps children to understand boundaries and behave well. As a result, children demonstrate positive attitudes and cooperate well with their peers. Children benefit from well-established routines. They transition smoothly from school into the club. Children who feel unsettled benefit from support by staff. Staff promptly respond and sensitively provide them time, space and reassurance to help children regulate their emotions. They support children to re-engage and make purposeful choices in their play activities.

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Behaviour, attitudes and establishing routines Expected standard

Staff know children well. They have a secure understanding of children's individual needs and circumstances. This typically enables staff to plan effectively and make appropriate adjustments to the routine and provision. In the main, all children feel supported and are able to access the club confidently. Children develop a secure understanding of healthy lifestyles with effective hygiene practices. For example, regular handwashing times are embedded into the daily routine. Children enjoy a range of nutritious meals and snacks. They understand the importance of sitting together to eat. Staff use mealtimes well to engage children in meaningful conversations. They support children to share their experiences and express their feelings.

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Behaviour, attitudes and establishing routines Expected standard

Children benefit from regular access to outdoor play, promoting their physical health and wellbeing. They play safely and enjoy engaging in football activities with staff. Younger children demonstrate coordination and control as they dribble and aim footballs accurately into the net. Staff ensure they provide children with praise and encouragement. This helps to build children's confidence and skills. Children's attendance is regularly monitored. Staff ensure parents understand the importance of attendance effectively, through the club's established systems.

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Leadership and governance Expected standard

Leaders are inclusive, reflective and responsive to the needs of all children. They have a clear vision to ensure that every child feels happy, valued and fully included within the club. Leaders place an emphasis on promoting children's physical development and social skills. They provide opportunities for children to be active and build their confidence. They have effective systems in place to monitor and manage children's attendance to ensure their safety and wellbeing at all times.

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Leadership and governance Expected standard

Leaders prioritise staff wellbeing and professional development. They have a supportive culture through an open-door policy and regular supervision meetings. This enables staff to reflect on their practice and enhance their performance. Leaders have a strong understanding of the club's strengths and areas for development. They demonstrate knowledge to further enhance the quality of the club. Leaders have identified targeted priorities for improvement to implement plans to strengthen the experiences offered to children. These plans focus on enhancing activities to ensure all children are supported to thrive. In the main, leaders are committed to continuous improvement and ensuring consistent quality across the club is maintained.

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Leadership and governance Expected standard

Partnerships with parents and carers are very effective. Parents report that their children are well cared for and thoroughly enjoy attending the club, including how staff support children's wellbeing. Leaders regularly organise additional sessions to encourage children, who do not typically attend, to experience the provision. They collaborate with school staff to gain a deeper understanding of children's individual needs. Leaders use pertinent information to provide consistent and tailored support at 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 happy, settled and eager to attend this inclusive club. They are warmly welcomed by staff, who know them well. Staff place an emphasis on promoting children's emotional wellbeing. As a result, children form secure attachments with staff. They feel safe, valued and confident in their surroundings. Children are confident, such as they readily approach visitors and talk about their experiences at the club. They enjoy a wide range of opportunities that support them to be active, develop friendships and build their physical skills. Staff create a nurturing environment, where positive relationships are prioritised. This helps children to play cooperatively and develop excellent social skills.

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

Children access a well-organised and inviting environment. They independently choose from a range of activities, including football, darts, pool, arts and crafts, play dough, reading and den building. These opportunities enable children to unwind effectively after their school day. This helps them to feel calm settled and ready to engage with their peers. Children are familiar with the well-established routines of the club. This consistency supports all children, particularly those with special educational needs and/or disabilities and those who may experience barriers to their wellbeing, to feel secure and develop a sense of belonging. Children are fully included and demonstrate high levels of confidence and independence.

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

Staff work effectively in collaboration with school staff to ensure continuity of care meets children's individual needs. This joined-up approach helps children to feel fully integrated within the club. Partnerships with parents and carers are effective and well established. Staff share and exchange relevant information and work with families to ensure that children's needs are met.

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Address:

Heath Hayes Academy Wimblebury Road, Heath Hayes Cannock WS12 2EP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Progressive Sports Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:35,Monday,Tuesday,Wednesday,Thursday,Friday : 15:05 - 18:00

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Next steps

Leaders should continue to strengthen and embed arrangements to support staff to maximise opportunities to deepen and enrich children's experiences and engagement even further.

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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

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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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