MHR Sports Services at Outwoods Primary School

School

Unique reference number (URN): 2880170 Address: Outwoods Primary School, Southlands, ATHERSTONE, CV9 1EH Type: Childcare on non-domestic premises Registered with Ofsted: 04/02/2026 Registers: EYR, CCR, VCR Registered person: MHR Sports Services 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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Inclusion Strong standard

Leaders and staff have established a deeply inclusive culture across the club. They are passionate about the community they serve and recognise that relationships with parents and carers are essential to ensuring all children thrive. During admission to the club, they take time to gather detailed information about each child's individual needs and interests. This enables them to use this information, alongside their own assessments, to plan engaging and purposeful activities for all children.

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Inclusion Strong standard

Leaders are thoughtful about how they create an inclusive environment that meets the needs of children with special educational needs and/or disabilities. They make adaptations for children. For example, when children have physical needs, they design the layout to ensure it meets each child's individual requirements. This ensures that all children thrive at this inclusive club.

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Inclusion Strong standard

Leaders provide effective support for children who face barriers to their learning, ensuring that their emotional development is well supported. They work closely with parents, engaging in a two-way flow of regular communication. Any changes to home circumstances that could affect individual children are shared, and leaders and staff put effective support in place to help children manage and overcome any emotions. As a result, children feel secure and remain fully engaged in the activities and routines of the club.

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Leadership and governance Strong standard

The leadership team are highly effective in meeting the statutory requirements of the early years foundation stage. They understand their roles and responsibilities in keeping children safe from any risk of harm. Leaders and staff work harmoniously together, creating a highly inclusive culture in which all children, including those with special educational needs and/or disabilities and those who face other barriers to learning, are supported to thrive.

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Expected standard

Leaders recognise their strengths and future priorities. They were reflective about refining handwashing procedures. Leaders work exceptionally well with all schools in the local area, other agencies and the community to provide a service for all children, regardless of their individual needs. Parents report that their children are happy and well cared for at the club. They comment that the wide range of experiences on offer, including sports and creative activities, has helped their children build new skills and develop friendships. As a result, children benefit from a rich and inclusive provision that supports their wellbeing and enjoyment.

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Expected standard

Leaders are highly considerate towards staff. They carry out regular check ins to monitor staff wellbeing and workload. Staff explain that they attend training to develop their knowledge and skills. For example, they describe how the supportive leadership team has helped them progress from roles, such as apprentices to becoming leaders. This supports staff wellbeing and promotes a positive, professional culture within the club.

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Behaviour, attitudes and establishing routines Expected standard

Typically, leaders have established a positive environment for children, where relationships with children and their parents and carers are kind and caring. Children are taught to get along with each other, and they build positive friendships through team games. For example, they enthusiastically take part in games, such as dodgeball, in the outdoor area. Staff carefully consider children's age and stage of development when planning activities, ensuring that experiences are appropriately adapted for younger and older children. Staff know children well and give older children extra responsibility to help them manage their emotions and behaviour. Younger children are supported to build their confidence in team games, with staff encouraging them by saying, 'Your team needs you.' Through these approaches, children behave positively, show respect for one another and demonstrate positive attitudes.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have put in place procedures for monitoring children's attendance at the club. They work closely with parents to ensure any information that may affect children's attendance is shared and monitored. However, they are yet to strengthen the key-person system so that parents are consistently clear about who their child's key person is and the role they play in supporting their child at the club.

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Children's welfare and wellbeing Expected standard

Leaders and staff recognise the variety of ages and stages of children, who attend the club. They take time to get to know children and their individual needs and interests. Through this approach, leaders have established a highly inclusive environment, typically setting positive expectations for all children's welfare and wellbeing.

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Children's welfare and wellbeing Expected standard

Children, including those with special educational needs and/or disabilities and those who face other barriers to their learning, are supported to manage their emotions. For example, staff put in place techniques for individual children who struggle to self-regulate by giving them extra responsibilities. This helps to build their confidence and independence. In addition, staff offer one-to-one support for those children who need regular check ins to reassure their emotional wellbeing. As a result, children feel supported, develop emotional resilience and engage positively in the activities and routines of the club.

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Children's welfare and wellbeing Expected standard

Children build healthy habits. They are encouraged by staff to eat fruits and vegetables through snack and lunch times. For example, through the holiday activities and food programme, leaders and staff plan experiences for children to make a healthy fruit salad and enjoy a nutritious lunch. As a result, children benefit from healthy and nutritious meals.

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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 excitement as they enter the club, confidently saying goodbye to their parents and carers before being warmly greeted by staff. They demonstrate independence as they put away their lunch boxes and belongings in the designated area. Staff and parents share key messages with each other, ensuring children are fully supported throughout their time at the club. As a result, children settle quickly and develop a secure sense of safety and wellbeing.

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

The culture at the club is highly inclusive and reflects a deep commitment to meeting the individual needs of all children. Leaders and staff carefully consider the layout of the environment for children with special educational needs and/or disabilities. For example, they think carefully about how children will access the activities on offer in relation to their physical needs and adapt the environment accordingly. Parent partnerships are prioritised, with leaders taking time to understand the individual needs of every child. This helps to ensure that every child thrives at the club.

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

Children enjoy the wide range of activities on offer at the club. They play alongside their friends, excitedly balancing large wooden blocks to create a tall tower before watching it tumble down. Staff are on hand to encourage children to experiment with clay, supporting them to manipulate it and make their own structures. In the outdoors, children take part in team games such as dodgeball. Staff remind children of the rules and carefully consider the emotions of those who find managing their behaviour more difficult. For example, they assign individual children with specific roles during team games to help them self-regulate. This helps children to behave extremely well.

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

Leaders understand that regular attendance enables children to build on their skills and knowledge with the activities provided at the club. They clearly explain the systems they use to monitor attendance at the club.

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Next steps

Leaders should support staff to develop the key-person system even further, so that parents are consistently clear about who their child's key person is and the role they play in supporting their child.

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About this inspection

The inspector spoke with staff and children, and took account of parents views 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

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Address:

Outwoods Primary School Southlands ATHERSTONE CV9 1EH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: MHR Sports Services Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 08:15 - 16:30

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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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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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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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