Progressive Sports @ Edward the Elder

Progressive Sports @ Edward the Elder

Unique reference number (URN): 2822233 Address: Edward The Elder Primary School, Moathouse Lane East, Wednesfield, Wolverhampton, WV11 3DB Type: Childcare on non-domestic premises Registered with Ofsted: 20/12/2024 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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Behaviour, attitudes and establishing routines Strong standard

Staff create a warm, nurturing environment, where children feel secure, valued and emotionally safe. Through consistent approaches and clear expectations, staff promote a positive culture that encourages children to behave respectfully, engage positively with others and develop confidence in their abilities. Children display consistently positive attitudes towards activities that are available. They collaborate very well with their peers, share resources and demonstrate consideration for one another. Children show kindness to others and are developing effective communication and problem-solving skills, supported by staff who encourage and praise positive interactions.

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Behaviour, attitudes and establishing routines Strong standard

Staff act as positive role models, using encouragement and guidance to support children's emotional development and promote mutual respect. Their interactions help children build trusting relationships and develop a strong sense of belonging within the setting. Clear routines and organisation enable children to move confidently between activities. Daily routines are well established and understood by children, supporting their independence and self-management. For example, children take responsibility for tasks, such as scraping leftovers into the food waste bin. These embedded routines help children understand high expectations and contribute positively to the smooth running of the provision.

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Behaviour, attitudes and establishing routines Strong standard

Transitions, including those to outdoor play, are managed efficiently and safely, ensuring children remain engaged and settled. Physical activities are planned effectively, with staff providing clear instruction and encouragement. For example, children practise controlling a tennis ball with a racket by bouncing it both up and down, developing perseverance, coordination and confidence as they refine their skills.

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Children's welfare and wellbeing Strong standard

Staff supervise children very well at snack time. Children are consistently encouraged to make their own healthy choices. For example, they show delight in choosing different fruits and flavoured yoghurts and can decide to add honey if they wish. Fully embedded and consistently effective routines contribute to children being able to develop real life skills that form healthy habits. For example, children independently access the sink and wash up their plates after use.

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Children's welfare and wellbeing Strong standard

Staff promote healthy lifestyles through daily routines and activities. For example, children take part in active outdoor sports sessions, such as football and tennis, which keeps them active, engaged and supports their physical development. Good hygiene practices, such as handwashing, are also consistently promoted and are seamlessly woven into daily routines. Staff are sensitive to children's needs and support children's emotional wellbeing effectively. Children are encouraged to regulate their own emotions. Staff engage warmly and model respectful interactions, which contributes to a harmonious atmosphere.

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Children's welfare and wellbeing Strong standard

Leaders consistently prioritise children's welfare and wellbeing through thorough reviews of policies and procedures that reflect suitable change to the fluctuating needs of all children. The provision offers a nurturing, structured space, where children are secure, engaged and supported.

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Inclusion Expected standard

Leaders and staff know children well. They work cooperatively with school to share information, which enables the provision to offer consistent support. Staff provide an inclusive environment, with a 4-zone structure of wellness, active, discovery and creative that can be tailored for all children. This ensures that all children can fully participate in activities. Staff use flexible communication approaches and draw on the 4-zone structure to help children regulate and engage. For example, some children spend time building LEGO structures while other children enjoy colouring and creating pictures. The range of activities available helps children to feel included as there is something of interest for all, which develops their confidence.

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Inclusion Expected standard

Leaders and staff gather information from parents and carers to enable them to put appropriate support in place so that children's individual needs are met. They have access to further development and training to enable them to support children with special educational needs and/or disabilities (SEND) or additional barriers to learning. Leaders work with outside agencies to gain further knowledge of how to support children with SEND. This is not yet consistently shared with staff to enable them to embed this into practice. Leaders work collaboratively with the school to explore ways that the provision can be more accessible to more children from disadvantaged backgrounds.

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Leadership and governance Expected standard

Leaders design detailed planning schemes and enrichment opportunities, such as trips to the local café and visits from a mobile animal experience provider, as well as experiences like water activities when the weather is extremely hot. Leaders maintain a positive and collaborative relationship with the school and effective communication ensures efficient information sharing to enable a smooth transition of support for children. Leaders regularly review and update policies to ensure that they are meeting children's needs and to evidence suitable changes, which are widely shared with the school and parents.

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Leadership and governance Expected standard

Staff are happy and feel well supported in their roles. They have opportunities for training and development. Regular check ins are held and they feel supported in terms of their wellbeing and workload. New members of staff benefit from a full induction with access to online mandatory training. However, leaders do not consistently provide opportunities for coaching and mentoring of staff to help them to further support children with special educational needs and/or disabilities or additional barriers to learning.

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Leadership and governance Expected standard

Leaders and staff know the children and families well. Parent partnerships are effective. Parents comment that they feel assured and happy that their children are safe and that they love attending the provision. They say that they feel well informed and express their happiness with the variety of activities and experiences that the provision offers.

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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 experience a warm, inclusive and nurturing environment, where they feel safe, valued and understood. Staff know children well and use the information gathered from parents, carers and the school generally well to help them to meet children's needs. This helps children to settle quickly, feel secure and build trusting relationships with staff. Children benefit from 4 thoughtfully designed zones, wellness, active, discovery and creative, which offers a wide range of activities that appeal to different interests and needs. This flexible approach enables all children, including those with special educational needs and/or disabilities and those with additional barriers to learning, to participate fully. Children confidently choose activities that help them regulate and engage, whether building LEGO models, colouring pictures or taking part in energetic outdoor games. This sense of choice and belonging supports children's confidence and emotional wellbeing. Daily routines are

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

well established and help children develop independence and responsibility. Children take pride in completing tasks, such as tidying away resources once they have finished using them. These routines help children understand expectations and contribute to the calm, organised atmosphere.

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

Children behave respectfully and show positive attitudes towards one another. They collaborate, share resources and solve problems together. This is supported by staff, who model respectful interactions and celebrate positive behaviour. As a result, children develop effective social skills and a clear sense of mutual respect. Physical activities are engaging and purposeful. Children enjoy practising new skills, such as problem-solving and teamwork as they think of clues to help their peers guess correctly when playing a game of 'What am I?' Children's welfare and wellbeing are consistently prioritised. They make healthy choices at snack time and enjoy a variety of active experiences that support their physical development. Staff are sensitive to children's emotional needs. They provide warm, reassuring interactions that help children regulate their emotions and feel secure. Overall, children thrive in this provision. They enjoy a rich variety of experiences, feel supported and

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Address:

Edward The Elder Primary School Moathouse Lane East, Wednesfield Wolverhampton WV11 3DB

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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:

Register(s): EYR, CCR, VCR develop confidence and positive relationships. Parents speak highly of the setting and express that their children are happy, safe and eager to attend.

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Next steps

Leaders should ensure that strategies to support children are shared consistently with staff so they can embed them confidently into practice. Leaders should strengthen coaching and mentoring for staff to further develop their skills to support children with special educational needs and/or disabilities and other barriers to learning.

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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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 17:30

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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

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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