Progressive Sports @ St Joseph's

Progressive Sports @ St Joseph's

Unique reference number (URN): 2801674 Address: St. Josephs Primary School, Newman Grove, Brereton, Rugeley, WS15 1BN 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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Inclusion Strong standard

Leaders and staff place inclusion firmly at the centre of the club's work. This results in a highly inclusive environment where staff identify children's individual needs accurately and consistently meet them. Staff know children, including those with special educational needs and/or disabilities (SEND), exceptionally well. They use this knowledge to build trusting relationships that enable children to express themselves confidently. Leaders gather detailed information at registration. They work closely with the school to pinpoint any barriers to children's participation at the earliest stage. This ensures children's needs are understood from the outset.

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Inclusion Strong standard

Leaders are enthusiastic about ensuring all children are included in the setting. They consistently promote and role model an inclusive approach to all children. Leaders demonstrate professional care and compassion for all children, including those who may have barriers to their engagement and/or wellbeing. Staff adapt routines and activities to ensure all children participate fully. They provide bespoke support to reduce barriers to learning and wellbeing. Leaders closely monitor the effectiveness of interventions. Staff foster supportive relationships with parents and carers, which parents talk about highly, expressing their appreciation of this supportive and inclusive setting.

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Inclusion Strong standard

Staff adapt their approach exceptionally well to meet individual needs. They listen attentively to children's views. Staff provide timely and sensitive support that enables children to regulate their behaviour and remain calm, confident and engaged. Staff have implemented rules and routines that support children to know what is expected of them. The club follows the same behaviour management approach every day, to ensure consistency for children. Children demonstrate excellent behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff establish a welcoming environment. They apply their expectations for children's behaviour consistently and ensure these closely mirror those of the primary school attended by children. This helps children to understand what is expected of them and promotes a cohesive environment. Children demonstrate responsible attitudes. For example, they tidy tables following snack and help staff as activities are set up or tidied away during the session. At times, however, staff do not have the highest expectations of what children can do for themselves. For instance, they complete tasks for children instead of encouraging them to have a go first. This reduces the opportunities children have to develop their independence skills at the club.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate their understanding of routines, and transition through the day with ease. They know to line up when coming indoors following outdoor play. When going to the toilet, they tell staff to ensure they are escorted to the toilets appropriately. Leaders collaborate with the host school to overcome barriers to children's attendance. They work closely with parents and carers to encourage consistent attendance.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate that they have formed close bonds with familiar staff. They seek staff out to talk to and play with. For example, children chat enthusiastically to staff as they play. Staff are typically positive role models for children, such as demonstrating when to use positive manners. Children learn to listen to what others say and take turns to talk. Staff offer children plenty of praise as they play together. Staff adapt their interactions to support those children who have barriers to their engagement. They remind children of the expectations in the club in a warm and positive way.

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Children's welfare and wellbeing Expected standard

Leaders proactively arrange an inclusive environment with high expectations for the welfare and wellbeing of all children. They evaluate the environment to consider and prioritise children's emotional wellbeing, physical health and safety. Staff know children very well. They anticipate issues with positive interactions, distractions and praise. Staff are highly responsive to all children and families' varying and changing needs. They ensure that adaptations in their support and interactions are effective.

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Children's welfare and wellbeing Expected standard

Children have many opportunities for physical play, which help support their coordination and overall physical health. Outdoors, children have large spaces to run, climb and kick balls into the net. Children are also confident in expressing their feelings, such as when they feel tired or upset. However, staff instruct children to collect their belongings and sit and wait for their parents and carers to arrive too soon. This leaves children waiting for longer than needed and does not sustain their engagement.

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Children's welfare and wellbeing Expected standard

Staff encourage children to use their thinking skills to assess for their own safety as they engage in activities throughout the session. This has a positive impact on children's development and ability to keep themselves safe. Consequently, all children thrive as they enjoy the broad range of activities on offer.

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Leadership and governance Expected standard

Leaders typically have a clear oversight of the club. They understand the importance of self- evaluation, providing ongoing commitment to and care for the experiences of children and their families. Leaders have a clear and accurate understanding of the setting's strengths and the areas they want to develop further. Their oversight is purposeful and rooted in the needs of the children, including those who are disadvantaged, have special educational needs and/or disabilities or face barriers to their wellbeing.

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Leadership and governance Expected standard

Staff report that they are well supported by leaders. They appreciate the personal concern and support that leaders provide for their wellbeing. Leaders work in a close partnership with parents and carers and the host school to understand and meet all children's needs. Training is purposeful, followed up with reflection and assessment and has strengthened staff confidence.

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Leadership and governance Expected standard

Leaders foster positive relationships with parents through effective communication and thoughtful and well-organised systems. They keep parents informed and involved in their children's experiences within the setting. Established partnerships between the setting and the school contribute to a smooth and successful approach that benefits children and families alike.

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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 thrive and show how nurtured they feel at this inclusive setting. Staff greet children warmly. They build positive relationships with children to help them feel safe and confident.

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Inspector:

The interactions staff provide help to support children's wellbeing and belonging. Children achieve, belong and thrive because staff actively nurture them.

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Inspector:

Children arrive happily and settle quickly into familiar routines, eagerly sharing their day with staff and friends. Warm and attuned interactions help children to feel safe, confident and emotionally secure. Children play collaboratively and show kindness towards one another. They make thoughtful choices about their activities, giving them ownership of their play and strengthening their sense of belonging. Clear rules and boundaries support positive behaviour. Children demonstrate excellent self-care skills, such as washing their hands and staying hydrated. The environment is calm and harmonious, with dedicated quiet spaces that promote children's wellbeing. As a result, children are consistently engaged, content and thriving.

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Inspector:

Leaders maintain close relationships with families and the host school. This helps them to share information about the routines and procedures at the after-school club. For example, leaders carefully consider how to adapt their practice to support children with special educational needs and/or disabilities (SEND). This helps to remove barriers for children with gaps in their wellbeing. Staff take steps to consider the individual needs of children to support their emotional and mental health. For example, they provide techniques for children to feel calm and reflect on their feelings. This helps all children, including those with SEND, to build a positive self-image. Children talk positively about their relationships with staff and how they make them feel happy and safe. Staff take steps to ensure that barriers to children's attendance are swiftly addressed.

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Next steps

Leaders should continue to evaluate the club's routine and organisation, particularly the purposeful use of time before children are collected, to maintain children's engagement. Leaders should consider ways in which children can be more independent in daily self- help tasks and during activities at the club.

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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. Beverley Devlin

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Address:

St. Josephs Primary School Newman Grove, Brereton Rugeley WS15 1BN

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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 : 07:45 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:10 - 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. 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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