Progressive Sports @ Anna Seward

Progressive Sports @ Anna Seward

Unique reference number (URN): 2799335 Address: Anna Seward Primary, Bridgeman Way, Lichfield, Staffordshire, WS14 0AL 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

Leadership of children's welfare and wellbeing is consistently effective. Leaders set clear expectations for high-quality care and model the sensitive interactions they expect staff to use. Their oversight ensures environments and care practices promote children's emotional security.

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Children's welfare and wellbeing Strong standard

Staff receive purposeful coaching that builds their skills to recognise and respond to children's needs, including those who require additional reassurance or support to regulate their emotions. They act promptly on children's cues, offering comfort, co-regulation and predictable routines that help children to feel safe and settled.

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Children's welfare and wellbeing Strong standard

Staff conduct daily practices, such as the transition from school, snack times and hygiene routines, with dignity and respect. This supports children's emotional development and strengthens their attachments. Children show clear signs of comfort and trust, demonstrating the positive impact of the care they receive.

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Children's welfare and wellbeing Strong standard

Inclusive approaches are embedded throughout the provision. Children with special educational needs and/or disabilities benefit from personalised support that enables them to participate fully and feel understood. Staff adapt interactions, sensory environments and routines to meet children's individual needs. This ensures equitable access for all.

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Children's welfare and wellbeing Strong standard

Leaders work closely with families and the host school so that support remains coherent and responsive. As a result, children experience consistently effective welfare and wellbeing provision that enables them to thrive emotionally, socially and physically.

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Inclusion Strong standard

Inclusion across the setting is consistently very effective. Leaders articulate a clear vision that every child should be understood and supported. They equip staff with the knowledge and guidance needed to meet a wide range of children's needs effectively.

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Inclusion Strong standard

Support for children with special educational needs and/or disabilities is well targeted and aligned with their school provision. Staff use personalised strategies, such as sensory regulation and structured routines, to enable children to participate fully. Children's increasing engagement, regulation and confidence demonstrate the impact of this work. Close partnerships with families and the school ensure support remains coherent and responsive.

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Inclusion Strong standard

Staff support children who face other barriers to their engagement or wellbeing with sensitivity and professional curiosity. They understand how these children may communicate distress. Staff respond promptly to changes in children's behaviour, presentation or emotional cues.

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Inclusion Strong standard

Predictable and attuned relationships help children to feel secure. Leaders maintain open communication with families and the host school so that support plans are followed

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Expected standard

consistently. Staff adapt interactions, routines and activities to ensure every child can access the provision successfully.

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Behaviour, attitudes and establishing routines Expected standard

Strategic leadership provides clear direction. This helps staff to understand how to create calm and predictable environments where children feel secure and happy. Leaders ensure staff consistently model expectations and apply agreed approaches to guiding children's behaviour and supporting them to regulate their emotions with confidence.

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Behaviour, attitudes and establishing routines Expected standard

Children settle quickly when they arrive at the club and choose what they want to play with. They concentrate well with their peers as they play with construction toys, imaginative or sensory play. Positive relationships are well established. Children demonstrate trust in staff, seek comfort when needed and show growing independence within familiar routines. Warm and perceptive interactions help children to feel settled and enable them to engage positively with learning experiences.

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Behaviour, attitudes and establishing routines Expected standard

Children sustain their attention during play, participate in group activities and show curiosity when exploring resources. Typically, staff support children effectively to remain engaged, offering timely reassurance and adapting interactions to maintain focus. However, at times, staff do not give children sufficient warning before routines change. This means some children are not fully prepared for transitions and can become unsettled when activities end abruptly.

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Behaviour, attitudes and establishing routines Expected standard

Inclusive approaches to behaviour and attitudes are typically consistent. Staff understand children's individual needs and respond with sensitivity. They ensure that expectations are clear, predictable and accessible to all. Leaders monitor children's attendance carefully. They work closely with families and the host school to promote regular attendance and respond swiftly to emerging concerns, ensuring children benefit from continuity and secure attachments.

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Leadership and governance Expected standard

Strategic leadership provides clear direction for the setting. Leaders ensure that children's safety, welfare and experiences remain central to decision-making. They communicate a coherent vision for high-quality experiences. Reflection, evaluation and monitoring are purposeful and help leaders respond promptly to emerging needs. Senior leadership offers appropriate oversight. They understand their statutory responsibilities and maintain effective scrutiny of safeguarding, safer recruitment, health and safety and compliance. Senior leaders provide balanced challenge and support, enabling staff to sustain secure practice and make improvements where required.

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Leadership and governance Expected standard

Staff wellbeing and workload are managed thoughtfully. Leaders foster a positive team culture where staff feel valued, listened to and supported. Clear routines, shared responsibilities and effective communication help staff to maintain a manageable workload and promote high morale. Leaders promote professional learning and expertise well. They ensure staff have access to relevant training in safeguarding. Leaders identify professional development opportunities to help staff improve their knowledge and skills. They encourage staff to implement key messages from training into their practice.

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Leadership and governance Expected standard

Supervision sessions, modelling and coaching help staff to embed new learning and strengthen their practice. However, new and less confident staff remain overly reliant on leaders' direction and require further guidance and supervision to develop the confidence and autonomy needed to make independent decisions during sessions. Leaders and staff build trusting relationships with families. They communicate openly and work collaboratively with the host school. This ensures children receive consistent support and families feel confident in the care provided.

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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 calm and predictable environment, where they feel secure and understood. Staff welcome children with genuine care, helping them to settle quickly and build trusting relationships. Children confidently seek support, share their achievements and engage positively with the adults who look after them.

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

Staff know children well and shape experiences around their interests and developmental needs. Purposeful routines enable children to explore, investigate and practise new skills with growing independence. Children show curiosity, sustain attention in play and take pride in what they can do.

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

The environment is inclusive and meets children's emotional needs. Staff respond sensitively to children's cues. They ensure every child, whatever their background or starting point, feels recognised and supported. Children with special educational needs and/or disabilities and those facing additional barriers access the provision fully through thoughtful adaptations.

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

Children's welfare, wellbeing and safety are central to daily practice. They benefit from consistent guidance that helps them to understand expectations, manage their emotions and build positive relationships. As a result, children are settled, confident and able to flourish. Staff work diligently to provide a relaxed environment where children feel valued and able to be themselves. Relationships between staff and children are warm and caring. Staff set clear expectations for children's behaviour. They work with them to recognise their emotions and how their actions might make others feel.

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

Transitions from school to the club are well organised. Children arrive safely and move smoothly into relaxed and enjoyable activities. Leaders maintain close relationships with the school and families, supporting positive attendance and continuity for children. Staff genuinely value children's voices. Children speak positively about their time at the club. They say they love coming, enjoy being with their friends and appreciate the wide range of activities available to them. Their comments reflect close relationships, a sense of belonging and clear enjoyment of the experiences provided.

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Next steps

Leaders should strengthen staff training and supervision sessions so that new or less- confident staff can make independent decisions without over reliance on leaders' direction. Leaders should strengthen staff's practice in providing clear and timely cues, to help children anticipate what is happening next and move between routines more smoothly.

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Address:

Anna Seward Primary Bridgeman Way Lichfield Staffordshire WS14 0AL

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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 - 08:40,Monday,Tuesday,Wednesday,Thursday,Friday : 15:25 - 18:00

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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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About this inspection

The inspector spoke with leaders, staff, children and parents and carers 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. This data is from 13 July 2026

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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. 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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