Beacon Primary Academy @ JB's Sports Coaching Ltd

Coaching Ltd

Unique reference number (URN): 2818371 Address: Beacon Primary Academy, Churchill Avenue, Skegness, PE25 2RN Type: Childcare on non-domestic premises Registered with Ofsted: 20/12/2024 Registers: EYR, CCR, VCR Registered person: JB's Sports Coaching 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 Expected standard

Leaders and staff implement the same rules and boundaries as the host school. This helps to provide children with consistency to understand behavioural expectations. Staff model how to take turns when they play games with children, encouraging patience and for them to share. Children who face barriers, such as those who are reluctant to join in with games, are encouraged by staff. This entices children to play cooperatively with their peers and to benefit from the experiences offered.

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Behaviour, attitudes and establishing routines Expected standard

Staff praise children for their achievements, such as when they draw pictures and show staff their drawings. This helps to raise children's self-esteem, confidence and promotes a positive attitude to achieving.

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Behaviour, attitudes and establishing routines Expected standard

Leaders do not fully support staff to find out children's interests and care needs when they first start, to help them more effectively help children to settle from the outset. That said, relationships between staff and children are positive. Children are confident to express their thoughts and views to staff, who listen. Children are keen to greet their peers when they arrive at the club and share their experiences, such as showing paper chains they had made during their day at school.

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Behaviour, attitudes and establishing routines Expected standard

Leaders understand the importance of children attending the club regularly. They recognise that this helps children to develop their social skills and to receive a nutritious breakfast in the morning before they start their school day.

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Children's welfare and wellbeing Expected standard

Staff help children to understand how they can keep themselves safe. For instance, children are reminded to ask a member of staff before they need to use the bathroom, so they can be safely escorted. Children are then given privacy when they use the toilet. This contributes to children's understanding of keeping their bodies private.

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Children's welfare and wellbeing Expected standard

Children have plenty of opportunities to engage in physical exercise every day. This includes staff encouraging them to take part in football, dodge ball and other games. Staff remind children to drink water regularly, particularly when they engage in strenuous exercise. Staff encourage parents to bring healthy snacks for their children and offer children fruit alongside this. Although this contributes to promoting a healthy lifestyle for children, staff do not support children to understand the benefits that these healthy choices can have on their bodies.

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Children's welfare and wellbeing Expected standard

Once leaders and staff are familiar with children, they identify their immediate needs quickly and adapt their interactions to help promote their wellbeing.

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Inclusion Expected standard

Leaders ensure that the club is affordable and accessible for all children in the community. This helps to provide inclusive care for all children, including those who face barriers to their wellbeing or those who are disadvantaged. Leaders and staff understand how to support children with special educational needs and/or disabilities (SEND). Staff attend training courses to develop their knowledge of how to meet children's individual needs. Leaders and staff work in partnership with the host school to find out how to support children with SEND. For example, staff provide quiet and sensory dens for some children to help them regulate their emotions. Additionally, staff work in partnership with parents to help some children to be prepared for routines during the day, promoting their emotional wellbeing. Adaptations are made to how behaviour is managed for some children, such as giving them stickers to

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Inclusion Expected standard

Staff generally know the children who attend regularly well. They are quick to identify and meet their immediate needs, such as their emotional wellbeing.

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Leadership and governance Expected standard

Leaders reflect on the experiences they offer children. They speak to staff to gather their ideas of ways to improve the club. Feedback forms are sent to parents to gather their suggestions. Staff ask children for their views. Leaders listen to the views of others and react to these, such as offering different physical activities to promote children's interests. Leaders and staff make adaptations for children who face barriers to their wellbeing. For example, they offer sensory tents and quiet areas for children to regulate their emotions. Leaders intend to constantly review their provision to meet the different needs of the children who attend. However, leaders have not identified areas for improvement in how staff support children to make healthy choices. Leaders and staff liaise with teachers at the host school to find out about the needs of children with special educational needs and/or disabilities. This helps staff to adapt the support they offer children to meet their needs.

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Leadership and governance Expected standard

Although leaders do not ensure staff obtain information about all children's needs to help settle children when they first start attending.

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Leadership and governance Expected standard

Parents receive information, in advance, about the range of activities children will be offered at the club. Staff hold conversations with parents when they collect children about the activities their children enjoy and what they have eaten. This helps to keep parents informed about their children's day.

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Leadership and governance Expected standard

Leaders support staff to build on their professional development. This includes staff attending training courses to develop their knowledge of child protection and how to promote children's health. Staff have opportunities to speak to leaders about their wellbeing.

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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 show a sense of belonging in the club. They confidently arrive and go with staff into the host school hall, placing their belongings in the designated area. Children are keen to join activities staff offer them. This includes playing ball games. Children learn the rules of games, as staff explain this to them. They learn to take turns and play well alongside their peers. Children develop skills and knowledge of how to throw objects a certain way. For instance, staff explain how to throw a soft flying disc in a straight line. Children persevere and receive praise when they do this correctly, helping to raise their self-esteem.

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

Children show their creative skills as they use pencils to draw images. They confidently show these with staff who share their own artwork. Children solve problems when they attempt to complete puzzles, working out which way to turn around pieces to create an image.

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

Children show secure and trusting relationships with staff. They already know some staff who work at the host school, so there are familiar adults who know them well. Children laugh and joke with staff when they play games. Children celebrate their achievements with their peers, for instance when they win a game of dodge ball. The immediate needs of children who face barriers to their wellbeing are identified quickly. For instance, children who are tired are provided with a space to rest and sleep.

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

Feedback is gathered from parents and this information contributes to providing experiences that children like, such as different physical games. Children's attendance is monitored and if children do not arrive in the morning, staff ring parents to find out the reasons why. This contributes to promoting children's welfare.

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Next steps

Leaders should support staff to help children understand the benefits of following healthy practices and how this contributes to them taking care of their bodies. Leaders should seek information when children first start to help staff meet children's interests and care needs from the outset.

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About this inspection

The inspector spoke with the leaders, staff and children 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:

Beacon Primary Academy Churchill Avenue Skegness PE25 2RN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: JB's Sports Coaching Ltd

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Address:

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

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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