Progressive Sports @ Holy Trinity

Progressive Sports @ Holy Trinity

Unique reference number (URN): 2801679 Address: Holy Trinity C Of E School, Trinity Road, Gravesend, DA12 1LU 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 Strong standard

Leaders have securely established a respectful and harmonious culture that is actively promoted by all staff. They have embedded their ambitious vision of high behavioural expectations and consistent routines for children. Staff use positive reinforcement and gentle reminders to consistently remind children of these expectations. They are extremely positive role models, who show children that they are all held to the same standard. This ensures continuity and clear boundaries. Children mirror the respectful language and actions of staff and leaders. They understand and confidently fulfil the set expectations, such as following the well-established routines.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff establish strong partnerships with families and local schools through clear communication. This means that staff know and understand every child's individual needs from the beginning. They give children the appropriate support, when they need it. For example, staff use responsive strategies to reduce any barriers that may affect children's participation, specific to their individual needs. These individual adaptations make a highly impactful difference to children's engagement. It supports them to feel secure, valued and motivated. Children show a positive attitude as they enthusiastically join in with other groups, with the right support in place. They build positive relationships with others. Children from all age groups play together. They use reassurance and praise to encourage others to join in. They develop confidence and resilience as they work collaboratively to achieve a

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Behaviour, attitudes and establishing routines Strong standard

Leaders rigorously review policies and practices to continuously improve the provision. For example, leaders review attendance data and implement engaging activities to encourage attendance and punctuality. They host 'movie nights' and 'sports days' that have boosted attendance, with children expressing excitement about the recent additions.

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Children's welfare and wellbeing Strong standard

Leaders prioritise children's welfare and wellbeing. They have established a culture that is understood and implemented by all staff. The highly effective systems in place promote secure relationships, well established routines and staff's thorough understanding of each child's individual needs. As a result, children demonstrate that they feel safe, settled and confident. They show a willing attitude to engage in varied experiences, collaborating with their peers and excitedly sharing new discoveries and achievements.

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Children's welfare and wellbeing Strong standard

Staff continually reflect upon children's engagement in activities. They ensure that each child's voice is always heard and respected. They make thoughtful adaptations that maximise children's enjoyment, participation and emotional wellbeing. They help children to recognise and regulate their emotions through sensitive interactions and thoughtfully considered resources, that reflect each child's individual preferences and needs. For example, staff quickly identify and take steps to direct children to the 'wellness zone' to support them to regulate their emotions. In this zone, children are offered various supporting resources from weighted blankets to large balance balls.

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Expected standard

Leaders have created a culture where healthy lifestyles and positive choices are reliably promoted through daily routines and meaningful interactions. The continuity among all staff means that children are provided with a consistent experience. This means that they develop confidence, independence and curiosity about the different choices they can make. Children know what to expect, seek support confidently, when required, and demonstrate a strong sense of belonging within the club. Staff's embedded, responsive practices make significant and sustained contributions to children's welfare and wellbeing.

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Inclusion Expected standard

Leaders and staff use their comprehensive understanding and knowledge of children to identify any emerging and changing needs quickly, and respond appropriately. They work effectively with parents, schools and other professionals to gather relevant information, enabling children to access and participate in activities alongside their peers. Children express their desire to attend the club and that they can freely be themselves.

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Inclusion Expected standard

Staff reduce children's barriers to wellbeing and learning through responsive, in the moment, adaptations and adjustments. Children receive appropriate support that reflects their individual needs. As a result, they engage positively and benefit from the opportunities available to them.

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Inclusion Expected standard

Children develop positive relationships with staff and other children. They work collaboratively together, creating structures with building bricks, obstacle courses or chasing balloons.

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Inclusion Expected standard

Leaders regularly reflect upon policies and practices to continue to strengthen inclusive provision. They recognise that staff are responsive and adaptive to children's changing needs in the moment. However, leaders have identified that they do not take every opportunity to anticipate all children's changing needs ahead of time. The reactive responses currently in place do typically have a positive impact on children. However, leaders acknowledge that they do not yet use all of the proactive strategies and tools available to them to make a sustained and demonstrable difference to all children.

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Leadership and governance Expected standard

Leaders have a detailed and perceptive analysis of the setting's strengths and demonstrate a continuous drive for improvement. They use evidence-led research and data to identify priorities for improvement and make informed, strategic decisions to enhance children's experiences. They ensure that there are highly effective systems in place to monitor staff practice and provide supportive feedback for them. This has a positive impact on the quality of the provision, as passionate staff make regular adaptations in response to any feedback they receive from staff, leaders or children.

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Leadership and governance Expected standard

Leaders create a positive and professional culture, where staff feel respected, listened to and able to contribute to the ongoing development of the provision. They value staff wellbeing and provide support through regular communication, constructive feedback and appropriate guidance. Leaders provide staff with professional learning opportunities that are relevant to the needs of the staff and children. This supports staff to continually develop their knowledge and skills and apply these practices.

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Leadership and governance Expected standard

Leaders create and embed a philosophy that encourages children to access opportunities that consider all areas of development. They establish positive partnerships with parents, schools and other professionals. Leaders work collaboratively within these partnerships, and with staff and children to ensure that every child's experience is always safe, welcoming and inclusive.

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Leadership and governance Expected standard

Leaders demonstrate a general understanding of the early years foundation stage requirements for the roles and responsibilities within the setting, and do meet these requirements. However, they do not yet demonstrate a secure and sustained, comprehensive knowledge of all roles and responsibilities. For example, staff fulfil the requirements of being a key person for early years children, however, this is not clearly communicated to all staff, parents and children. While Ofsted had previously not been notified about a significant change, this has now been rectified and they are complying with the requirements of the early years foundation stage.

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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 happily arrive with confidence. They are warmly welcomed by familiar adults, who know them very well and value them as individuals. Children demonstrate that they feel safe, secure and well cared for. They excitedly share their experiences and regularly check in with staff, who consistently provide reassurance and guidance.

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

Children eagerly choose from a wide range of opportunities offered across the 'active', 'wellness', 'creative' and 'discovery' zones. Respectful staff ensure the opportunities that are available are in line with children's interests. For example, staff ask children about their favourite activities, and children confidently share their ideas and suggestions.

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

Leaders and staff value families' views and feedback. They seek to gain relevant and insightful information about every child from their parents and carers and the local school. This creates a consistent and supportive experience between home, school and the setting.

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

All children demonstrate a clear sense of belonging as they comfortably settle into the established routines. They display consistently positive behaviour and attitudes. Staff set clear expectations from the beginning of the sessions, and consistently remind children of these expectations. Children collaborate together and use strategies to support them when they face challenges, such as timers to support with turn-taking.

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

Children develop positive social skills and relationships through meaningful interactions, cooperative play and shared experiences. They demonstrate kindness and respect. For example, children smile and laugh together as they explore inviting activities. They encourage and praise other children. They show excitement in each others' achievements, such as celebrating artwork.

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

Leaders and staff recognise, respect and celebrate each child's uniqueness. They have created a respectful, inclusive and exciting environment that enables children to thrive.

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Address:

Holy Trinity C Of E School Trinity Road Gravesend DA12 1LU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 18/07/2024 When necessary, staff skilfully use a range of strategies to make adaptations and adjustments to practices. They consider individual needs to ensure that all children can access the wide variety of activities they offer.

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Address:

Children thoroughly enjoy the experiences they are offered and flourish in this supportive environment.

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Next steps

Leaders should consider ways to proactively implement specific support strategies to make a highly impactful and demonstrable difference to children facing barriers to learning and wellbeing. Leaders should ensure that they gain a comprehensive understanding of all roles and responsibilities, and that this is clearly communicated and consistently embedded among all staff.

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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. Registered person: Progressive Sports Limited

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About this inspection

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

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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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