ClubsComplete at Cannon Park

ClubsComplete at Cannon Park

Unique reference number (URN): 2829853 Address: Cannon Park Primary School, Bransford Avenue, COVENTRY, CV4 7PS Type: Childcare on non-domestic premises Registered with Ofsted: 17/02/2025 Registers: EYR, CCR, VCR Registered person: Clubscomplete 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

Behaviour of children across the club is calm and positive. Leaders have established clear, consistent routines that help children feel secure and understand the expectations. Staff model these routines consistently, ensuring that all children, including those who may need additional support, can follow them successfully. This inclusive approach enables every child to participate fully and feel part of the club community. Relationships between staff and children are warm, respectful and deeply trusting. Children are eager to share their thoughts during group discussions and listen attentively to one another. They celebrate each other's achievements. For example, receiving awards for positive behaviour or contributions to the club, which strengthens their sense of belonging.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate highly positive attitudes to learning and play. They sustain excellent concentration in their chosen activities and engage cooperatively with their peers. Staff skilfully support transitions and changes in routine, using clear and consistent messages that children respond to extremely well. Leaders vigilantly monitor attendance. When a child does not arrive as expected, staff promptly contact the school or parents to ensure the child's safety and confirm their attendance pattern. This proactive approach reflects leaders' commitment to keeping children safe and maintaining high expectations for all children.

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Children's welfare and wellbeing Strong standard

Leaders place children's welfare and wellbeing at the heart of the club's ethos. Their strategic oversight ensures that staff consistently prioritise children's emotional security and respond swiftly to any emerging needs. Staff know the children extremely well and are highly attuned to changes in emotions, behaviour or confidence. They recognise when a child needs additional reassurance or space to regulate and provide calm, nurturing support that enables children to return to the group feeling settled and ready to re-engage.

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Children's welfare and wellbeing Strong standard

Children benefit from an inclusive approach that ensures every child feels understood, valued and supported. Staff adapt their interactions sensitively, boosting children's self- esteem and helping them develop the confidence to express their emotions safely. Children show empathy towards one another, demonstrating kindness and awareness when a friend may need extra help or comfort. This reflects the secure emotional culture leaders have embedded.

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Children's welfare and wellbeing Strong standard

Staff actively promote children's understanding of healthy choices. Through meaningful conversations about food and wellbeing, children learn how different foods support their bodies and staff encourage children to try new things, widening their experiences and developing positive habits. Well established routines contribute to children's sense of security. All children follow these confidently, showing motivation and pride in participating. Staff's consistent, respectful approach ensures children feel safe, listened to and emotionally supported throughout their time at the club.

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Inclusion Expected standard

Leaders and staff have high expectations for every child, including those who may experience barriers to their learning, development or wellbeing. They demonstrate an understanding of inclusion and typically provide support that helps reduce these barriers. Staff know the children well and take thoughtful steps to adapt activities so that all children can participate meaningfully. This ensures that all children, including those who may face barriers, access the same experiences as their friends.

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Inclusion Expected standard

Staff generally gather information when children join the club, enabling them to understand individual needs, routines and any additional support required. This helps them plan and respond sensitively to children who may need additional guidance and support. However, there is further work to strengthen inclusion to ensure they swiftly identify children who may face emerging barriers. As a result, targeted support is not always implemented as quickly or consistently as it could be to fully meet every child's needs.

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Inclusion Expected standard

Staff work closely with external professionals such as school staff and other professionals, to ensure they have an accurate understanding of children's needs. This collaborative approach strengthens the support children receive and helps staff make informed decisions that positively impact children's wellbeing and participation. Staff generally have the skills and knowledge needed to make a meaningful difference. Leaders are beginning to be more reflective about how they can continue to strengthen their inclusive practice so that all children feel understood, supported and able to thrive.

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Leadership and governance Expected standard

Leadership of the club is effective and provides a clear sense of direction. Leaders understand the context and needs of the children who attend and commit to offering an ambitious and positive experience for them. They have an appropriate vision for the club and ensure that day to day practice reflects this. They actively promote children's safety and wellbeing and this remains central. Leaders highly value staff wellbeing. Staff describe the club as a supportive and enjoyable place to work, which contributes to collaborative teamwork and a positive atmosphere for children. Leaders are mindful of workload and ensure that expectations are manageable, enabling staff to focus on delivering quality care.

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Leadership and governance Expected standard

Staff complete mandatory training, ensuring they understand policies and procedures. However, opportunities for staff to deepen their professional expertise are not yet fully embedded. As a result, training does not always align precisely with the varied and emerging needs of the children, limiting the potential for further improvement in practice.

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Leadership and governance Expected standard

Parents speak positively about the club and the impact it has on their children's confidence and enjoyment. They appreciate the communication they receive and value the warm, welcoming relationships with staff. This engagement strengthens the club's connection with the families that attend and the wider community.

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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 thoroughly enjoy their time at the club and demonstrate high levels of engagement from the moment they arrive. They settle quickly into the planned activities, which are tailored to the interests and needs of the children. Staff provide a range of stimulating experiences that enable children to develop their skills and build positive friendships. The consistent staff team creates a warm, secure environment in which children flourish. Children confidently seek out staff for reassurance or guidance, and staff respond sensitively, enabling them to return to play with renewed confidence.

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About this setting

Unique reference number (URN): 2829853 Children develop excellent social skills. They are polite, considerate and listen attentively to one another. Staff promote clear and consistent routines, helping children understand what is happening now and next. This supports children to feel secure and included in all aspects of the club. Children collaborate well during activities such as, playing football or navigating the tyre obstacle course. Daily activities such as dodgeball and cooking club build core skills and extend children's interests, contributing to their enjoyment and sense of achievement.

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About this setting

Behaviour across the club is calm and respectful. When minor conflicts arise, children use their developing problem-solving skills to resolve them quickly and fairly. This reflects their positive attitudes and sense of belonging. Staff engage children in meaningful conversations. For example, they encourage children to reflect on their day and explore ideas such as making healthy choices with the food they eat. These discussions deepen children's understanding of how to make positive choices for their wellbeing. Attendance is closely monitored, ensuring children remain safe and accounted for at all times. Families are warmly welcomed, and staff value their contributions, helping children feel secure, understood and celebrated as unique individuals.

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Next steps

Leaders should further enhance opportunities for staff's continual professional development to focus on meeting the needs of children who attend. Leaders should develop consistent strategies to support children who may face barriers to their learning to ensure they receive the support they require.

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About this inspection

The inspector spoke with leaders, staff, parents 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.

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Address:

Cannon Park Primary School Bransford Avenue COVENTRY CV4 7PS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Clubscomplete Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:20 - 18:00

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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

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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