Progressive Kids at Castle Primary School

Progressive Kids at Castle Primary School

Unique reference number (URN): 2785623 Address: Castle Primary School, Newlands Road, Keynsham, Bristol, BS31 2TS Type: Childcare on non-domestic premises Registered with Ofsted: 12/04/2024 Registers: EYR, CCR, VCR Registered person: JM Sports Education 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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Behaviour, attitudes and establishing routines Expected standard

Staff build close bonds with children and develop their confidence at the club. They work with the school and parents suitably to help support children's attendance, particularly for children that have some barriers to accessing the club and its activities. Staff use similar approaches to managing children's behaviour as the school. This beneficially provides children with a consistent approach, and helps staff to quickly gain their attention. Children listen and show respect for staff, adapting their behaviour appropriately. Additionally, staff remind children of the club's rules at the beginning of the session, such as to 'be kind'. Leaders and staff link with children's parents and teachers to work out the best approach for individual children's behaviour. This includes children that have emerging special educational needs and/or disabilities.

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Behaviour, attitudes and establishing routines Expected standard

Staff provide a focused sporting activity each day and encourage children to persevere in developing new skills during these. Young children do well and proudly shout out the score they have achieved at archery, as their arrow hits the number ten. Leaders and staff aim for their routines to encourage children's involvement and support their needs. They plan time for children's homework. Staff listen to younger children read and make notes in their school reading record. This helps reinforce school aims and helps busy parents. However, some routines are not always well organised or consistently implemented to minimise children's waiting and maximise their play time.

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Children's welfare and wellbeing Expected standard

Staff are kind, caring and build bonds with children. They closely support children's emotional wellbeing. Children enjoy their time at the club. The club's key-person system is well implemented and staff show good knowledge of their key children. They thoughtfully check on children when they pick them up from their class, noticing if any are a little sad. Staff discuss this with teachers and offer suitable support to children, helping them manage their emotions. Following this, children happily hold hands with their friends on the walk to the club's base room.

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Children's welfare and wellbeing Expected standard

Staff provide children with plenty of time to play outside in the fresh air and be active. Children enjoy playing imaginatively with their friends or joining others in a game of football. Some children also enjoy having a go at archery, with suction arrows. Staff ensure children's safety during this. They give prompt reminders to children on safe practices and put out cones to mark off the area, as a reminder to children not to go near the archery target.

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Children's welfare and wellbeing Expected standard

Children confidently request the items they would like for their meal and follow hygiene arrangements. They help clear away their things after their meal. However, at times, staff's arrangements for mealtimes and their reminders to children are not consistently implemented. They do not consistently help children manage their self-care skills and their time effectively. Children have to wait for staff to organise things so they can go outside, however, many of them need come back in to get their water bottles or to go to the toilet, which disrupt their play.

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Inclusion Expected standard

Leaders and staff overall provide a well-organised club for the different ages of children that attend, ensuring younger children are suitably supported so that they enjoy their time at the club. They generally plan and provide additional arrangements to support children who need some extra support. Staff liaise suitably with parents and teachers to gain clear information on children's individual needs and promote a consistent approach to supporting children. Staff use this information to help children with any difficulties they have with understanding behaviour expectations. This includes for children with some emerging special educational needs and/or disabilities and those that speak English as an additional language.

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Inclusion Expected standard

Staff also formulate some plans to facilitate all children's involvement in games and activities. Overall, this beneficially helps break down barriers to children's attendance and participation in the club. Children settle in suitably, gain confidence and join in activities with others. However, staff occasionally do not adapt their arrangements to help ensure children are all suitably included in routine activities. At times, they do not consider children's needs fully so that children have plenty to interest and engage them, as they wait to be picked up or if they are choosing not to have the club meal.

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Leadership and governance Expected standard

Overall, leaders have an effective oversight of the provision. They show dedication to providing an effective club for children. They link closely with families and teachers to support children consistently and facilitate children's access, attendance and experiences at the club. Leaders understand their responsibility for governance and management of staff. They undertake regular checks and visits to help ensure practice meets guidance and legal requirements. Staff enjoy working here and feel supported by leaders. There are suitable arrangements for staff recruitment, induction and supervision.

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Leadership and governance Expected standard

Leaders support staff to undertake mandatory training regularly such as first aid, safeguarding and food hygiene. They offer staff some additional training, such as sports coaching courses, to help develop their knowledge and skills. Leaders provide staff with the opportunity to work at other clubs in their company chain. This is so that they can be mentored on focused aspects of practice by more experienced staff, to help raise new staff's skills in areas such as behaviour management. While leaders make sure that staff meet legal requirements and lead safe practice at the club, they do not consistently evaluate all aspects of their practice. This means they do not outline all areas for improvement, to enhance the quality of staff's practice and children's experiences 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 show that they enjoy attending the club. They build effective bonds with the welcoming staff. Children's wellbeing is supported effectively by staff who communicate clearly with them. This helps them to understand the club rules and practices. Generally, children confidently ask staff for things that they need, this includes children with some barriers to their confidence and involvement. Children chat happily with each other and staff at mealtimes, discussing the sports day that happened at school. Staff show genuine interest and give children lots of praise for their achievements.

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About this setting

Overall, children are suitably involved in club life and develop a sense of belonging. This includes children with some emerging special educational needs and/or disabilities, and those that speak English as an additional language. Children take responsibility for their things and help tidy away the resources outside when it is time for their meal.

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About this setting

Children benefit from spending time with their friends at the club and build social skills as they mix with the different ages of children. They show enjoyment as they use the outside playground and try out the focused sport of the day. They persevere with challenges and are keen to try new experiences. Children follow safe practices. They show respect for staff and listen well to staff's reminders, adapting their actions and behaviour appropriately. For example, as children play with a large rope outside, staff encourage them to notice if there are others around them and to be mindful of others' safety. The rope is popular and staff help children negotiate taking turns with this. Staff also make sure there are suitable areas children can rest if they wish. Children read their school reading books or select others from the club library and chat to each other while they relax on the sofa toward the end of the

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Next steps

Leaders should develop routines to ensure these are well organised and smoothly implemented, to help children's involvement in these and maximising their play times. Leaders should evaluate all aspects of practice and help staff to do this too, to more thoroughly outline areas for improvement and raise the quality of practice to a consistently higher level.

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About this inspection

The inspector spoke with the provider, operations manager, staff 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. Unique reference number (URN): 2785623

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Address:

Castle Primary School Newlands Road, Keynsham Bristol BS31 2TS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: JM Sports Education Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:35,Monday,Tuesday,Wednesday,Thursday,Friday : 15:10 - 18:00

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Address:

Local authority: Bath and North East Somerset Council

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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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