JC Sports WAC Tangmere Primary School

JC Sports WAC Tangmere Primary School

Unique reference number (URN): 2814889 Address: Tangmere Primary Academy, Bishop Road, Tangmere, Chichester, PO20 2JB Type: Childcare on non-domestic premises Registered with Ofsted: 02/01/2025 Registers: EYR, CCR, VCR Registered person: JC Sports Online Ltd

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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

Children are extremely well behaved at the out-of-school club. Staff are excellent role models and have thoughtful discussions with children about what positive behaviour should look and feel like. Together, staff and children create expectations to follow, such as not running inside and listening carefully to one another. Children are also incredibly polite. They enjoy social mealtimes, where they kindly say please and thank you to one another. They ask each other friendly questions about their exciting activities at school, such as their upcoming sports day.

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Behaviour, attitudes and establishing routines Strong standard

Children are thoughtful about their environment. They swiftly clear away their resources with little prompting from staff. Tidy up time is effortless as children have already proactively cleared away after themselves.

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Behaviour, attitudes and establishing routines Strong standard

Throughout the session, play is harmonious and respectful. Children gleefully run and giggle outside together, craft creatively or take turns easily during board games. They are consistently kind and respectful and have highly positive attitude towards their play and participation.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have developed effective systems that ensure any absence at the out-of-school club is promptly followed up. Staff support a secure routine so that children consistently know what comes next.

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Children's welfare and wellbeing Strong standard

Leaders consistently prioritise all children's welfare and wellbeing. They provide staff with precise training to ensure they understand how to meet children's individual needs. Staff work together to support and develop children's emotional wellbeing, by promoting meaningful and nurturing conversations with children about how they are feeling. Staff get to know children remarkably well and as a result, children immediately feel safe and settled as they arrive.

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Children's welfare and wellbeing Strong standard

Children learn to be highly independent. Staff provide tailored support to those who are younger but promote plenty of opportunities for them to complete tasks for themselves. For example, children self-select their activities and take care of their classroom environment.

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Children's welfare and wellbeing Strong standard

Children have a good understanding of how to keep themselves safe. For example, they explain they do not run inside because they might fall over and cause injury. Children talk to staff about staying safe in hot weather, such as staying in the shade and drinking plenty of water. Children make healthy decisions for themselves. Furthermore, staff provide children with a variety of healthy meal options. Children and parents speak positively about this as children regularly access a healthy meal that they enjoy. Parents also share that staff cater specifically for children's individual diets and preferences.

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Inclusion Strong standard

Staff are highly knowledgeable about how to support children with special educational needs and disabilities (SEND). Leaders have developed systems that ensure they receive information about children when they first start to work with teachers and other professionals where necessary. This means that children received a shared approach to their care and that staff can use strategies that work well for children at home, for example.

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Inclusion Strong standard

Staff are highly inclusive and consistent in their approach to supporting all children. They ensure all activities can be adapted to suit children's age and stage of development. For example, staff adjust the level of support they offer for the youngest children. This means that all groups of children can access all the enriching experiences on offer at this out-of- school setting.

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Inclusion Strong standard

Leaders are focused and strategic in ensuring high quality care for all children. They provide training to staff to enable them to provide secure support to all families. For example, they know how to offer individualised support for families of children who might be at a disadvantage or those who are known to or previously known to children's social care. Leaders provide specific SEND training to enhance staff knowledge even further.

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Leadership and governance Strong standard

Leaders have a secure and strategic oversight of the provision. They monitor the effectiveness of the out-of-school club regularly and provide staff with feedback to support improvement. Leaders also tailor training specifically to support staff to enhance their own skills. For example, they provide guidance on planning activities and managing behaviour.

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Leadership and governance Strong standard

Staff explain that they have regular opportunities for shared feedback so they can discuss their performance and professional development. For example, they have engaged in training to further their understanding of working with children with special educational needs and/or disabilities. Staff feel valued and respected in their roles as they continue to broaden their own knowledge.

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Leadership and governance Strong standard

Staff have developed excellent partnerships with parents. They provide them with regular updates about activities and even invite them into the club for shows when children have been working together to create a performance. Parents speak highly of the care their children receive and the warm relationships they have with staff. Leaders and staff have also worked hard to establish secure channels of communication with other professionals, such as teachers who work with children during the day. This means that any strategies to support children can be implemented by staff at the out-of-school club. As a result, children benefit from a joined-up approach to their care.

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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

All children settle remarkably well at this warm and welcoming out-of-school club. They are greeted by joyful staff who know them well. Children are highly enthusiastic about the interesting activities that staff have set-up for them. Together, children dress up as vets and enjoy imaginative play with their friends. Staff engage in thoughtful conversations with children about what job they might like to do when they are older. Staff also provide different areas for children to relax in, recognising that some children may need time to regulate their

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About this setting

Unique reference number (URN): 2814889 emotions after a busy day at school. Children feel safe and supported as they relax on comfy cushions or unwind with a book.

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About this setting

Leaders strive to provide an inclusive and inviting environment. They work closely with parents and staff at the school to ensure children with special educational needs and/or disabilities are consistently well supported during their time at the club. For example, they implement collaborative strategies to support children when they transition to and from school.

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About this setting

Staff want all children to enjoy enriching experiences at the club. They regularly celebrate different festivals and enjoy a broad range of crafts. Children have opportunities to grow their own fruits and flowers outside the classroom. Parents and children speak about this positive experience. For example, they discuss how they have grown strawberries for snack time. Furthermore, children develop excellent social skills as they play collaboratively with friends of all different ages. Older children are kind and respectful as they invite younger children to play imaginative games with them.

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About this setting

Leaders and staff promote attendance with children and families. As a result, attendance is consistent and children enjoy the routine of attending the out-of-school club regularly.

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Next steps

Leaders should extend their already extremely consistent practice by sharing their inclusive approaches and leadership expertise with other clubs for a sustained, sector- wide impact.

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About this inspection

The inspector spoke to parents, staff, children and leaders 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:

Tangmere Primary Academy Bishop Road, Tangmere Chichester PO20 2JB

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Address:

Type: Childcare on non-domestic premises

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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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