Total Sports @ Wakefield Grammar School Foundation

Foundation

Unique reference number (URN): 2799605 Address: 10 Margaret Street, Wakefield, WF1 2DG Type: Childcare on non-domestic premises Registered with Ofsted: 29/07/2024 Registers: EYR, CCR, VCR Registered person: Total 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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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate high levels of engagement, confidence and enjoyment throughout activities. They listen attentively, follow instructions accurately and respond positively to challenges. Coaches actively promote and test children's listening and attention skills through clear explanations, questioning and well-structured games. Children recall and apply instructions successfully, helping them participate safely and confidently.

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Behaviour, attitudes and establishing routines Strong standard

Children develop strong physical skills as they move in a variety of ways, negotiate space effectively and control their bodies with increasing coordination. They communicate enthusiastically with peers, relay rules, share ideas and use both verbal and non-verbal language to engage others. Coaches skilfully support varied activities throughout activities, encouraging all children to join in and have fun while learning new skills. Children confidently join in with friends to being active with a range of movement as they play. This play promotes young children to be social, active and healthy.

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Behaviour, attitudes and establishing routines Strong standard

Children behave exceptionally well. They cooperate with peers, volunteer to help others and show resilience, when winning or being out of games. Their positive attitudes promote an inclusive environment, where all children feel secure and valued. Coaches model expectations consistently, giving clear instructions, checking understanding, using demonstrations and providing meaningful praise. Their enthusiasm, fairness and sensitive interactions ensure children remain motivated and included.

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Behaviour, attitudes and establishing routines Strong standard

Children show creativity and independence in the woodland area, working collaboratively to build dens and habitats or independently creating imaginative structures. Coaches extend play through skilful questioning, rich vocabulary and links to children's interests, previous experiences and wider learning. Children proudly share their achievements, celebrate each other's successes and develop strong self-esteem. As a result, children thrive, demonstrate positive attitudes to learning and make meaningful progress across all areas of development.

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Children's welfare and wellbeing Strong standard

Leaders and coaches place a strong emphasis on children's health, safety and wellbeing. They encourage children to recognise their own physical needs by taking regular rest breaks and accessing drinks throughout the session. Children confidently identify when they need to rest or rehydrate, supporting their growing independence and understanding of healthy lifestyles.

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Children's welfare and wellbeing Strong standard

Children demonstrate a secure understanding of routines and expectations. They independently access toileting facilities and confidently select a buddy, when required, showing that they feel safe and secure within the provision. When accidents occur, staff respond promptly with care, empathy and reassurance. They administer first aid appropriately, provide time and support for children to recover emotionally and physically, and maintain accurate records. Staff keep parents fully informed, ensuring continuity of care and embedding partnership working.

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Children's welfare and wellbeing Strong standard

Communication with parents is highly effective. Coaches respond promptly to messages and work collaboratively with families to meet children's individual needs. Coaches build trust with parents and communicate clearly with them to prioritise children's welfare. For example they ask that parents provide sun protection for children. The presence of familiar school staff further strengthens children's sense of security, helping them settle quickly and confidently.

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Children's welfare and wellbeing Strong standard

Mealtimes provide valuable opportunities for learning and social interaction. Coaches encourage discussions about food, health and wellbeing while promoting positive eating habits. Through engaging games and conversations, they extend children's understanding of nutrition, hydration and healthy bodies. As a result, children develop age-appropriate knowledge of how food and drink support their health and overall wellbeing.

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Inclusion Strong standard

Leaders are highly effective at identifying children's behaviour and support needs. They work directly with parents to ensure levels of care needed for all children are accessible. Coaches use a wealth of training and experience to tailor play and care, this positively impacts triggers of children with special educational needs and/or disabilities (SEND). Information is shared effectively at the earliest opportunity. This allows all coaches to be aware of how best to tailor care for all children. Children settle quickly and are secure.

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Inclusion Strong standard

Leaders and coaches work closely with families and respond flexibly to children's individual needs. They provide effective support for children's physical, emotional and behavioural wellbeing, ensuring every child feels safe, valued and included. Leaders offer visits and introductory sessions for new families, enabling children to meet coaches and peers before attending. These opportunities help children settle quickly and build parents' confidence in the provision. Leaders maintain highly effective communication with parents. They share children's experiences openly and respond promptly to any concerns or barriers to participation. For example, coaches use skilled interactions, such as telephone calls, parent app updates and verbal feedback at collection times to keep parents informed and involved. Parents value the consistency of familiar coaches, which helps children develop secure, trusting relationships

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Inclusion Strong standard

Leaders and coaches continually develop their practice through training and professional development. They offer an abundant variety of activities and environments. Coaches make adjustments to meet children's individual needs and ensure all children can participate fully. For example, staff provide quiet spaces for children, who need time to regulate and adapt sports equipment to suit different abilities. These thoughtful adjustments help every child succeed and enjoy meaningful experiences.

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Inclusion Strong standard

Leaders actively seek funding and work effectively with the local council to support families. They ensure eligible children can access meals and snacks, reducing barriers to attendance and promoting inclusion for all families.

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Leadership and governance Strong standard

Leaders demonstrate a strong commitment to ensuring children are happy and safe. They implement a rigorous recruitment process that ensures staff possess the skills, experience and values needed to support children effectively. Leaders value the extensive experience of their coaches and actively promote professional development. Coaches either hold relevant qualifications or work towards them, strengthening their knowledge of child development, behaviour support and education. They use this expertise to meet children's individual needs and share effective strategies through regular meetings, ensuring consistency of care across the provision.

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Leadership and governance Strong standard

Leaders and coaches maintain highly effective communication with parents. They provide timely updates about accidents, wellbeing and individual support needs, helping parents feel informed and reassured. Coaches respond promptly to parental concerns and work collaboratively with families to ensure children arrive prepared for activities, including appropriate meals, clothing and sun protection. The involvement of familiar school staff further supports children's emotional security and smooth transitions.

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Leadership and governance Strong standard

Leaders maintain a safe environment through secure premises, well-maintained resources and effective communication systems. They ensure that all policies and procedures are robust and well understood. For example, coaches understand the duty of care they must promote for the safety and wellbeing of all children. Leaders ensure coaches follow procedures diligently, including how they record accidents, monitor attendance and administer medication safely.

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Leadership and governance Strong standard

Coaches report high levels of satisfaction and feel well supported by leaders. An integrated culture of teamwork, reflection and continuous improvement promotes coaches' wellbeing and retention. Leaders provide regular feedback, celebrate effective practice and offer meaningful support to manage workloads. Leaders high expectations for quality interactions are embedded throughout the provision, and they actively monitor practice to ensure children consistently benefit from safe, nurturing and enriching experiences.

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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, confident and eager to take part. They engage positively with staff from the moment they enter and receive warm, welcoming greetings from coaches. Coaches consistently model kindness, respect and positive interactions, creating a highly effective culture, where children feel valued and secure. Children mirror this behaviour, greeting the inspector, their friends and adults with confidence and kindness. They demonstrate strong, positive relationships with both adults and peers, reflecting the nurturing environment provided by staff.

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

Children are highly sociable and settle quickly into the provision. They confidently select from a wide range of tabletop activities and engage purposefully in their chosen experiences. During card games and board games, children demonstrate well-developed social skills as they take turns, share resources and communicate effectively with one another. Older children actively support younger children, encouraging them to join activities and offering praise when they follow instructions or participate successfully. Children consistently demonstrate inclusive attitudes and behaviours, ensuring that everyone feels welcomed and involved. Their interactions show respect, cooperation and an understanding of the needs of others.

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

Children clearly enjoy attending the provision and speak enthusiastically about their experiences. Parents report that children look forward to attending and eagerly share their achievements and experiences at home. Children participate in a broad range of activities that reflect their ages, interests and stages of development. They laugh, giggle and work collaboratively during energetic games, such as parachute dodgeball, where they develop teamwork skills while remaining physically active. Staff provide a well-balanced mix of child- led and coach-led experiences throughout the day, enabling children to make choices while benefiting from purposeful adult support.

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

Children remain highly engaged in activities that promote creativity, physical development and healthy lifestyles. They readily embrace new challenges and experiences, demonstrating curiosity, resilience and enthusiasm for learning. As a result, children thrive in an environment that successfully promotes their wellbeing, confidence and overall development.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders and staff 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:

Type: Childcare on non-domestic premises

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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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