Progressive Sports @ Longford

Progressive Sports @ Longford

Unique reference number (URN): 2799308 Address: Longford Cp School, Ascot Drive, Cannock, WS11 1PD 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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Behaviour, attitudes and establishing routines Expected standard

Leaders have established generally clear routines that help children move smoothly from the school day into the club. Children know what happens when they arrive, including washing their hands before snack and joining activities. The afternoon begins in a calm and organised way, supporting children's sense of belonging and wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work closely with the school to monitor children's attendance. They check unexpected absences and clarify when children have gone home or are not expected to attend. This helps them identify any emerging patterns and supports children's safety and wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

Although children generally behave well, leaders and staff do not consistently establish the highest expectations for children's behaviour throughout all routines. For example, staff do not always reinforce expectations for children to follow instructions promptly. As a result, children do not receive consistent messages about what is expected of them.

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Behaviour, attitudes and establishing routines Expected standard

Leaders do not always organise routines effectively to minimise interruptions to children's play. For example, children occasionally have to stop outdoor activities and return indoors while staff manage children being collected by their parents. As a result, children do not consistently benefit from uninterrupted play and leisure experiences.

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Children's welfare and wellbeing Expected standard

Leaders work closely with parents and the school to gather and share information about children's individual needs. This includes updates to parents' contact details, as well as any changes in children's or family circumstances. This helps staff understand how best to support children and respond to their individual needs, while ensuring they have all the essential information required to care for them safely.

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Children's welfare and wellbeing Expected standard

Staff make appropriate adaptations for children with allergies and dietary requirements and know how to respond to medical needs. They ensure essential medication and equipment are readily available and accompany children during outdoor play when required. This enables all children to take part in the full range of experiences safely alongside their friends. Leaders provide healthy snacks and tea for children attending extended sessions. Staff adapt meals to meet children's individual dietary requirements and preferences, ensuring they can participate fully in the club's routines.

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Children's welfare and wellbeing Expected standard

Leaders carefully consider children's health and wellbeing when planning outdoor play during hotter weather. They assess the environment and adapt activities so children can continue to enjoy daily outdoor experiences safely. For example, staff choose cooler shaded areas and plan less physically demanding activities, such as archery. This enables children to remain active while reducing the risks associated with higher temperatures. However, while drinking water is generally available, staff do not consistently use daily routines to remind children about the importance of keeping themselves hydrated, particularly during warmer weather.

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Inclusion Expected standard

Leaders generally work closely with parents and the school to identify children's individual needs before they attend. They gather detailed information about children's health and care needs. This helps staff provide appropriate support from the outset. Staff typically use this information to put appropriate care arrangements in place so children can safely access the full range of experiences alongside their peers.

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Inclusion Expected standard

Staff know children well and generally adapt activities, routines and the environment to reflect children's individual needs. They recognise when children benefit from quieter spaces or additional emotional support. This helps children to express their feelings, communicate their wishes and engage in ways that suit them. Leaders understand how funding can be used to provide additional resources and one-to-one support where needed. They are also developing partnerships with external specialists to further strengthen their support for children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

Leaders have established a clear vision for providing a safe, welcoming and enjoyable wraparound club, where children can relax, play and spend time with their friends. They have successfully adapted their systems and processes as the organisation has grown. They have an accurate understanding of the provision's strengths and the areas they want to develop further. Recently, leaders have strengthened safeguarding oversight across the organisation. Leaders' monitoring is typically effective and helps them identify many of the provision's strengths and areas for development. However, it does not consistently identify where staff practice and daily routines require further refinement to ensure high-quality practice is embedded across the club.

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Leadership and governance Expected standard

Leaders place a high priority on developing staff knowledge and confidence. Staff receive a detailed induction alongside regular training, including food hygiene, planning for activities and behaviour management. Leaders also support staff to gain further qualifications in early years practice. They provide team leaders with regular operational meetings and opportunities to share good practice, supporting staff wellbeing as well as their ongoing professional development.

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Leadership and governance Expected standard

Leaders work closely with parents and the school to provide continuity for children. They attend transition meetings for new children and maintain regular communication with parents.

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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 happily and quickly become immersed in their chosen play. Familiar routines at the beginning and end of the session help children move confidently between school and the club. They happily choose from a wide range of activities that reflect their interests and encourage them to play, create and explore together. Children proudly share their ideas and achievements with adults. This includes showing the models they have constructed, explaining about the stories they enjoy and talking enthusiastically about the games they are playing. Children are proud of what they achieve and enjoy celebrating their successes together.

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

Children develop warm relationships with staff and one another. They play cooperatively, include others in their games and confidently invite adults to join their play and conversations. Children are understood by staff who adapt experiences to reflect their individual interests and personalities. For example, children who enjoy quieter experiences are supported with cosy spaces for reading and relaxation, while others eagerly take part in creative, physical and imaginative play. They enjoy opportunities for revisiting favourite activities and celebrate special events throughout the year. This helps them to develop a sense of belonging within the club.

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

Children enjoy a play environment that is designed for children to spend time socialising with friends, whether working together on creative projects, playing games or sharing mealtimes. For example, they play alongside their friends through large- and small-scale construction, whether building with blocks or working together to make dens. Children build friendships and develop positive social skills.

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

Children benefit from the close communication between the setting, the school and their parents and carers. For example, staff share information relating to children's attendance, care and wellbeing. This helps to provide continuity and ensures children are safe, settled and ready to enjoy their time at the club.

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Next steps

Leaders should review daily routines to maximise opportunities for children to play without unnecessary interruption. Leaders should provide further support for staff so they consistently help children understand the expectations for their behaviour. Leaders should develop opportunities for children to learn how to keep themselves healthy during hot weather, including understanding the importance of staying hydrated.

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About this inspection

The inspector spoke with leaders, staff, children, parents and grandparents 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:

Longford Cp School Ascot Drive Cannock WS11 1PD

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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 : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:20 - 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

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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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