Progressive Sports @ Woodlands

Progressive Sports @ Woodlands

Unique reference number (URN): 2799205 Address: Woodlands Primary School, Canning Road, TAMWORTH, Staffordshire, B77 3JX 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

Children demonstrate they feel safe, happy and genuinely well cared for. Sessions begin with calming activities, such as colouring and drawing, to help children transition from the school day before moving to more active or creative activities. This consistent approach helps children to regulate their emotions after their busy day at school. In addition, a quiet wellness zone is available for any child who needs time away from the group.

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Children's welfare and wellbeing Strong standard

Staff provide healthy snacks at every session, fresh fruit and other nutritious options are offered. Children are encouraged to try different options. Healthy eating and physical activity are embedded in the setting's planning. For example, the active zone includes discussions with children about the benefits of exercise. Staff provide regular activities that encourage healthy lifestyles, such as making fruit kebabs and introducing children to a variety of unfamiliar fruits. Children's medical information is accessible through the digital system, and staff respond promptly to individual health needs.

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Children's welfare and wellbeing Strong standard

The environment is secure. An authorised pick up system with a password procedure is in place to ensure that only parents or authorised persons can pick up the children.

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Children's welfare and wellbeing Strong standard

Children feel valued and at ease. Staff take time to learn about children's lives, interests, families and experiences at home. The setting organises planned events, such as movie nights, accessible to all schoolchildren, which give children shared experiences and a strong sense of belonging beyond the regular sessions.

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Inclusion Strong standard

Leaders are consistently committed to inclusion and take active steps to make sure the club is accessible to every child, regardless of background, culture, religion or additional needs. School leaders spoke positively about the provider's inclusive practice, noting that staff adapt activities consistently well for children with special educational needs and/or disabilities.

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Inclusion Strong standard

Leaders consistently work with external professionals to provide specialist training for staff that has a positive impact on all children. Leaders have a structured approach to supporting children with additional needs; they liaise with class teachers and specialists at the school, seek external professional advice, when needed, and involve parents directly. For example, they created personalised support strategies that are developed with children, their families, teachers and specialists. This helps children to have a genuine voice in how they are supported. When a new child joins, this process begins from the very first session.

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Inclusion Strong standard

Leaders consistently celebrate cultural diversity by organising termly events that bring children together. Those events provide children with additional experiences, such as laser tag, interlocking block building challenges and a variety of sports that promote teamwork, inclusion and confidence. Leaders and staff work proactively to build trusting relationships with families, ensuring they understand each child's needs, background and interests so

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Expected standard

they can provide meaningful support and foster an inclusive environment, where every child feels valued.

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Leadership and governance Strong standard

Leaders have a clear and ambitious vision for their setting. Their approach to inclusion is genuine and practical; the club is open to every child, and leaders take deliberate steps to make sure that even those with high levels of additional need have access to the right support.

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Leadership and governance Strong standard

Leaders invest in staff training and personal development. A training plan covers 6 sessions a year, supplemented by specific special educational needs and/or disabilities input from external partners and professionals. Supervision meetings take place regularly, and staff demonstrate that they feel well supported.

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Leadership and governance Strong standard

Leaders engage proactively with parents and professionals. They liaise with class teachers and school specialists to understand individual children's needs and, when needed, arrange direct meetings with families to agree support plans.

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Leadership and governance Strong standard

Leaders demonstrate a clear understanding of the setting's strengths and areas for development through ongoing reflection, close monitoring and evaluation. They use this information to adapt their activities on offer and consistently improve the quality of their provision. For example, after identifying that attendance on certain days was lower, leaders consulted with children and staff and introduced dedicated zones to meet all children's needs. They regularly monitor participation and gather feedback, using this information to refine their programme and ensure it remains engaging and meets the interests of all children.

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Behaviour, attitudes and establishing routines Expected standard

Children's behaviour is calm and cooperative. Routines are consistently well established. Children follow them willingly from the start of each session. Staff share a visual timetable and introduce the club rules clearly. For example, they list rules, such as be safe, be respectful, have fun, along with fire evacuation procedures and the whistle signal. Rules are revisited regularly so expectations remain consistent. Staff praise children meaningfully for their efforts. Children respond positively to the calm, consistent culture that staff have created.

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Behaviour, attitudes and establishing routines Expected standard

Children are kind and considerate. They share resources without conflict, take turns and move between activities smoothly. Children show confidence and playfulness. For example, children set up a guessing challenge for adults, giving only the first letter of a word as a clue and clearly enjoy the game.

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Behaviour, attitudes and establishing routines Expected standard

Staff typically use activities to encourage children to persist and solve problems on their own. At times, when children meet a challenge, a member of staff resolves it for them rather than encouraging them to try and persist. For example, when some children want to play with dough, they struggle to open the lid and roll it out. Some staff do not provide time and encouragement that helps children build their confidence, resilience and self-belief.

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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 at the club and settle quickly. They are welcomed warmly and move freely between zones, creative, active and calm, choosing what they want to do. The environment is safe and well organised, and children are at ease from the moment they walk in.

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

Children are happy, cooperative and kind. They share resources without conflict and treat each other with genuine consideration. For example, when one child asks another if he can use a pencil colour, says 'please', and waits patiently for the answer, it is a small but telling example of the respectful culture that staff have built.

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

Children who attend for the very first time are welcomed with particular care. After a couple of minutes, they begin to chat confidently and select activities themselves. This demonstrates the warmth of the welcome and the setting's settled and inclusive culture.

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

Children engage in varied and purposeful activities, such as modelling with play dough, building and identifying flags with blocks and creating magnetic construction. They show genuine curiosity and playfulness. Children direct their own learning with confidence, set challenges for adults and clearly relish the games that they play. They sustain focus, take turns and move between activities with ease.

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

Outdoor play is an important part of what the setting offers children after a full day in school. Children use the outdoor space to climb, chase and take part in cooperative games, burning off energy and developing physical confidence. These activities have a visible positive effect. Children return from outdoor time more settled, more focused and ready to engage with quieter activities. Staff make sure the space is safe before children go out and join in with the games, which strengthens relationships and gives children an added sense of fun and freedom.

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Next steps

Leaders should strengthen handover systems so that all staff know individual children well enough to give them consistent opportunities to build independence, persistence and resilience.

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About this inspection

The inspector spoke with the leader, staff and children during the inspection. The inspector also spoke with a representative of the host school at the start of the visit.

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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 registered on the Early Years Register. As an out-of- school setting providing care exclusively at the beginning and end of the school day, the registered person is not required to meet the learning and development requirements of the early years foundation stage. The setting is evaluated against the safeguarding and welfare requirements only. Curriculum and teaching and achievement are not evaluated.

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Address:

Woodlands Primary School Canning Road TAMWORTH Staffordshire B77 3JX

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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 : 08:00 - 05:30

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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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