Progressive Sports @ Henry Chadwick

Progressive Sports @ Henry Chadwick

Unique reference number (URN): 2883368 Address: Henry Chadwick Primary School, School Lane, Hill Ridware, Rugeley, WS15 3QN Type: Childcare on non-domestic premises Registered with Ofsted: 30/03/2026 Registers: EYR, CCR, VCR Registered person: Progressive Sports Limited

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm. Leaders do not follow the setting's safeguarding procedures closely enough to ensure they comply with local safeguarding partners' guidelines. In particular, the processes in place to respond to an allegation against a member of staff are not sufficiently secure. This means that children are not safeguarded.

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Safeguarding standards not met

Leaders and staff do have a better understanding of the action to be taken in the event of a concern about the welfare of children. They know how to recognise signs and symptoms of abuse and neglect and know who they need to contact to report these concerns within the setting and the local authority.

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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 and staff create a positive environment with clear and consistent expectations for behaviour. Staff remind children of the club's rules and praise them when they follow these. Children understand the routines of the day. They enter the club after school and place their belongings on the bench at the side of the school hall before choosing where to play. Children help with tasks, such as helping to tidy up, clearing the snack away and carrying the sports equipment to the school field. Relationships between staff and children are warm and caring. Staff support younger children well through an effective key-person system. They take time to get to know children and their families. This knowledge helps staff to support children, who may need extra reassurance at times. Staff respond quickly to children who may be feeling overwhelmed, which helps them to manage their emotions and quickly return to their play.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work in partnership with parents and the host school to promote children's regular attendance. Leaders explain how they strive to make the club a fun place to be, where everyone feels included and where children want to be. They work hard to make the club inclusive and accessible for children who may face barriers to their learning.

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Inclusion Expected standard

Overall, leaders and staff have high expectations for all children. They create an inclusive environment, where children's needs are understood well. An effective key-person system

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Urgent improvement

helps children who are new to the club settle quickly. Leaders recognise the importance of supporting children, who may face barriers to their learning. They work in partnership with parents and the host school to provide access to the breakfast club for children eligible for pupil premium funding.

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Urgent improvement

Staff generally demonstrate a clear understanding of how to support children with special educational needs and/or disabilities. They work closely with parents, gathering important information about children's individual needs. When children become upset, they are supported to regulate their emotions and gradually encouraged to return to their play, while staff stay close by them. This sensitive approach supports children's emotional wellbeing. Staff work in close partnership with the school. They speak to the teachers about the day children have had in school. This helps them to understand how children may be feeling.

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Children's welfare and wellbeing Needs attention

Although safeguarding policies are in place, these are not always implemented. For example, when allegations are made against a member of staff, these are not referred to the local authority in line with the setting's policy. This means that children's welfare and wellbeing are not consistently promoted.

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Children's welfare and wellbeing Needs attention

Staff promote children's healthy lifestyles. The club's focus is sports based, where children benefit from a wide range of different sporting activities. Children join in with various activities, both indoors and on the school field, where they have opportunities to develop their core strength. For example, children enjoy playing in the hall, taking it in turns throwing the tennis ball and catching it on the sticky handheld pad. Children outside suggest their own games of football and penalty shootouts.

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Children's welfare and wellbeing Needs attention

Staff encourage children to follow appropriate hygiene routines. Children independently wash their hands before snack times. Food provided for children is healthy and nutritious. Staff plan activities to support children to learn to keep themselves healthy. For example, children enjoy making fruit ice pops to take home. Staff talk to the children about which foods are good for their bodies. Staff ensure children are closely supervised while eating. Staff know children's individual dietary requirements well. They ensure the snacks and drinks provided reflect these to promote children's health.

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Leadership and governance Urgent improvement

The club's safeguarding policy details the procedures to follow in the event of an allegation being made against a member of staff. However, these procedures are not always followed. For example, when allegations are made against a member of staff, these are not referred to the local authority. In addition to this, leaders have failed to notify Ofsted. This is a breach of requirements.

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Leadership and governance Urgent improvement

Leaders and staff are aware of the importance of ensuring effective risk assessments are in place. For example, staff are deployed well to supervise children. The club is secure to ensure only known adults are allowed entry. Established routines help the session to run smoothly. Leaders ensure that staff undertake training, such as sports coaching and the planning and delivery of activities, including how to support children with special educational needs and/or disabilities. Staff express how they feel valued and supported in their roles. Leaders have established effective partnerships with the host school. This helps to complement children's experiences between the 2 settings.

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Leadership and governance Urgent improvement

Leaders and staff use children's and parent's views to plan for future sporting events at the club. This ensures that activities remain accessible and relevant for all children. Parents are happy with their children's time spent at this club. They say that their children enjoy attending and like the vast range of activities on offer daily.

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Compulsory Childcare Register requirements

This setting has not 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 not 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

Safeguarding arrangements are not effective. Leaders do not follow the correct procedures in the event of an allegation being made against a member of staff. This does not ensure children's safety and wellbeing.

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

Children show that they belong and feel happy at the club. Younger children are brought to the club by their teachers. Staff follow clear routines for arrival, such as gathering the children on the carpet to discuss the plan for the afternoon. This helps children to feel welcome and settled. Staff talk to the children about the club rules, which include being safe, respectful, learning something new but above all, having fun. Children respond well to these rules. Older children play cooperatively with younger children. They join in with shared games, taking turns with each other. Staff offer children praise for their kindness. They reward children with small prizes at the end of the week. This boosts children's confidence and self-esteem.

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

Children play and explore the exciting range of activities that leaders and staff plan. Children make choices about the activities they want to join in with. For example, some children choose to stay indoors enjoying craft activities, while others excitedly go outside to join in with various sports, such as archery and football, with enthusiastic coaches. Daily routines, such as snack time, provide opportunities for children to gather together, where they socialise with their peers and talk about their day at school. Children build warm and trusting relationships with staff. Staff are attentive and provide children with a quiet space, where they can talk about any worries or concerns.

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

Leaders work with the host school and parents to promote the importance of regular attendance. Staff get to know children's individual needs well. Children with special educational needs and/or disabilities are well supported as their needs are effectively met.

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Address:

Henry Chadwick Primary School School Lane, Hill Ridware Rugeley WS15 3QN

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure that leaders have the knowledge to identify and respond to safeguarding concerns, particularly those relating to allegations against a member of staff 16/07/2026

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Action Completion Date

ensure the setting's safeguarding policies and procedures are consistently implemented, particularly in the event of an allegation being made against a member of staff 16/07/2026

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About this inspection

The inspector spoke with leaders, staff, parents and children during the inspection.

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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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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. Type: Childcare on non-domestic premises

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About this inspection

Registered person: Progressive Sports Limited

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About this inspection

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