Ace Sports Midlands : James Peacock Infant and Nursery School - Wraparound and Holiday Club

Nursery School - Wraparound and Holiday Club

Unique reference number (URN): 2828278 Address: James Peacock Infant & Nursery School, Manor Park, Ruddington, NOTTINGHAM, NG11 6DS Type: Childcare on non-domestic premises Registered with Ofsted: 03/03/2025 Registers: EYR, CCR, VCR Registered person: Ace Sports Midlands LTD

p.1

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.

p.2

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

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.

p.2

Inclusion Strong standard

Leaders have established a highly ambitious and effective culture of inclusion. They identify children's individual needs swiftly through committed partnerships with parents and carers, school staff and external professionals. Leaders make thorough and ongoing observations and detailed transition information. This enables them to develop personalised support plans that accurately identify barriers and secure the right support for children from the outset. Staff have an exceptional understanding of each child's strengths, interests and needs. They make highly effective adaptations to routines, the environment, communication and staffing. This ensures every child participates fully, develops confidence and thrives.

p.2

Inclusion Strong standard

Leaders rigorously monitor children's wellbeing, engagement and development through ongoing observations and regular reviews of individual support plans. They continually evaluate and refine support to maximise its impact. This enables children to develop their confidence, independence and ability to access the full range of opportunities available.

p.2

Inclusion Strong standard

Staff are highly skilled in safeguarding and inclusive practice. They confidently adapt their interactions, expectations and provision to meet children's individual needs. Leaders work seamlessly with families, the host school and external agencies. This ensures a consistent and coordinated approach that enriches children's experiences across all settings. For example, children with special educational needs and/or disabilities are invited to a number of sessions before they start, so that adaptations can be considered and implemented to meet their needs.

p.2

Inclusion Strong standard

Leaders work strategically to remove barriers, enhance resources and improve outcomes for disadvantaged children. For example, they carefully deploy additional funding to increase staffing levels, provide targeted interventions and secure specialist support where needed. Increased staffing ratios provide children with enhanced interactions, targeted support and high-quality supervision. This ensures children feel safe, valued and fully included. Leaders have robust safeguarding systems, highly effective multi-agency partnerships and an

p.2

Expected standard

unwavering commitment to meeting children's needs promptly. This ensures every child has the opportunity to flourish.

p.3

Behaviour, attitudes and establishing routines Expected standard

Children arrive happily, settle quickly and confidently follow well-established routines. They independently organise their belongings and access a wide variety of activities both active and opportunities for quiet and rest. Children receive support to collaborate and build positive relationships through a wide range of activities. They work together to create games, take turns and solve problems. Staff provide clear reminders about expectations, such as walking inside safely, not swinging golf clubs inappropriately or climbing on equipment. However, staff do not consistently explain the reasons behind these expectations or help children to understand how their actions may affect themselves and others. As a result, children are not always supported to develop a deeper understanding of risk, personal responsibility and the consequences of their behaviour.

p.3

Behaviour, attitudes and establishing routines Expected standard

Leaders have effective systems to monitor children's attendance. They ensure children feel included within the club community. Families value the reliable and flexible provision. Staff consider children's ages, developmental stages and individual circumstances. They provide a balance of active, creative and quieter activities to meet children's differing needs after the school day. Staff know children well, understand their individual needs and use children's interests to build meaningful interactions.

p.3

Behaviour, attitudes and establishing routines Expected standard

Children confidently share their thoughts, feelings and ideas with adults, demonstrating secure relationships. Staff adapt their approaches effectively for children with special educational needs and/or disabilities (SEND). This ensures children can participate fully, develop independence and experience success alongside their peers. For example, staff use timers so children can visually see the time they have before they need to tidy up. Children with SEND receive support with visual timetables so they know what is coming next. This helps them to understand the routine in the club.

p.3

Children's welfare and wellbeing Expected standard

Staff gather detailed information about children through transition conversations, 'getting to know me' forms, discussions with parents and carers and close partnership working with the host school. This helps them to understand children's individual needs, interests and any barriers to participation. For children with special educational needs and/or disabilities, staff adapt the environment, routines and activities to ensure children can access the full range of experiences. For example, staff use their knowledge of the children to follow their interests and provide an enhanced adult to child ratio to support their independence, while maintaining inclusion alongside peers. Staff regularly work with families and external professionals to ensure strategies remain appropriate and effective.

p.3

Children's welfare and wellbeing Expected standard

Children receive support to develop an understanding of their health, safety and wellbeing through daily routines and conversations. Staff promote healthy choices through access to drinking water, healthy snacks and reminders about staying safe, including in hot weather. Staff encourage children to recognise and manage their emotions by providing opportunities for quiet time, relaxation and conversations about how they feel. Although sleeping routines are not part of the provision, staff recognise that some children may fall asleep after a busy school day. They have arrangements in place to support children's safety and comfort through appropriate safer sleeping practices.

p.3

Leadership and governance Expected standard

Leaders have a clear understanding of the strengths of the provision and are committed to ongoing improvement. They have established partnerships with the host school and families, ensuring children experience consistency, security and a sense of belonging. Leaders recognise that expectations for children's behaviour and the club values are not yet fully embedded. While children generally behave well and staff provide reminders about expectations, staff do not consistently support children to understand the reasons behind rules, the impact of their choices or how they can contribute positively to the club community.

p.4

Leadership and governance Expected standard

Leaders make decisions that prioritise children's needs. They are particularly committed to inclusion and ensure children with special educational needs and/or disabilities are welcomed and supported to participate fully. Leaders work closely with families, school staff and external professionals to understand children's needs and make appropriate adjustments. This has enabled children who may experience barriers in other settings to thrive within the club.

p.4

Leadership and governance Expected standard

Leaders value staff wellbeing and workload. They are flexible with termly meetings to ensure all staff can access updates and contribute, while considering different working patterns. Recruitment is carefully considered. Leaders support staff through induction and ongoing communication. Staff complete mandatory training to ensure they understand their statutory responsibilities and have the knowledge needed to help keep children safe. However, leaders have not fully identified opportunities for staff to develop their expertise beyond mandatory requirements. This does not support the continued development of staff practice.

p.4

Leadership and governance Expected standard

Parents speak highly of the club and value the positive experiences their children have. They value the flexibility and reliability of the provision, recognising the importance of wraparound care in supporting their family circumstances. Parents appreciate that staff are approachable and available to discuss any questions or share information about their child. They report that their children look forward to attending the club. They feel that staff create a nurturing environment, where children develop friendships, explore their interests and feel included.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children are delighted when club staff collect them from their classes at the end of the school day. Staff gather key information from school colleagues about children's day and any messages that need to be shared. This helps children to experience a smooth transition into the club. Children quickly settle into familiar routines. They independently hang up their coats and bags and confidently access the activities available. Children demonstrate that they feel safe and secure. They show a sense of belonging within the club community. Children enjoy a wide range of experiences that reflect their interests and encourage them to be creative, active and sociable. Children design and create their own games using recycled materials. They think carefully about rules, scoring systems and how the games will be played. Children develop problem-solving skills as they test ideas, make changes and work together to improve their creations. They take part in physical activities, including mini

p.5

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

golf, target games and racket activities, where they practise skills, take turns and encourage their friends.

p.6

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

Children confidently share their interests with staff and other children. They talk about topics that matter to them, such as national tennis tournaments, the World Cup, games and activities they enjoy. Staff use these conversations to build meaningful relationships and extend children's thinking. Children also benefit from opportunities to relax after the school day. They access books, quiet spaces and activities that support them to regulate their emotions.

p.6

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

Children experience positive relationships with staff, who listen carefully, respond to their ideas and celebrate their achievements. Children with special educational needs and/or disabilities receive support to participate fully. Staff make thoughtful adaptations, offer individualised support and promote close partnership working with families and the host school. Children develop confidence and independence because staff understand their communication styles, interests and needs.

p.6

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

Children understand routines and respond positively to staff guidance. Staff provide reminders about expectations, such as using equipment appropriately and tidying away resources. Children enjoy attending the club and develop confidence, independence and friendships. They experience a welcoming environment, where they are valued, included and able to follow their interests beyond the school day.

p.6

Next steps

Leaders should support staff to help children understand the reasons behind the expectations for their behaviour and the impact of their choices, and develop greater responsibility for their actions. Leaders should develop a more targeted approach to professional development, identifying opportunities that build on staff strengths and extend their knowledge and skills beyond mandatory training.

p.6

About this inspection

The inspector spoke with leaders, staff and children during the inspection. She took account of the views of parents and carers.

p.6

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

p.6

Address:

James Peacock Infant & Nursery School, Manor Park Ruddington NOTTINGHAM NG11 6DS

p.7

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Ace Sports Midlands LTD

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00

p.7

Address:

Local authority: Nottinghamshire County Council

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

3 to 7

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.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.9