Progressive Sports South Lancashire

Progressive Sports South Lancashire

Unique reference number (URN): 2832272 Address: Rishton Methodist School, George Street, Rishton, BLACKBURN, BB1 4JF Type: Childcare on non-domestic premises Registered with Ofsted: 06/06/2025 Registers: EYR, CCR, VCR Registered person: Progressive Sports South Lancashire 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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Behaviour, attitudes and establishing routines Expected standard

Staff form warm, trusting relationships with children. Children arrive ready to start sessions and share experiences, ideas and interests. During the daily welcome, staff remind children of expectations, rules and routines. Children feel comfortable contributing to group discussions and choosing activities.

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Behaviour, attitudes and establishing routines Expected standard

Leaders generally align behaviour expectations and approaches with the host school. Staff recognise the benefits and have worked hard to implement shared strategies. Staff model respectful behaviour, use praise and tailored strategies and work with parents and the host school to meet individual needs and support inclusion. Staff adapt activities so all children can participate and engage successfully. Children receive specific praise for taking turns, using their manners and sharing resources. This supports their developing social skills. They behave cooperatively, show kindness and include their friends in play. Children engage in activities and invite staff to join in. Children demonstrate respect for others. They concentrate well during den building, play dough modelling and colouring. Children demonstrate positive attitudes.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have clear procedures in place for monitoring children's attendance. They recognise the importance of monitoring absences, identifying patterns and responding promptly.

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Behaviour, attitudes and establishing routines Expected standard

Typically, staff provide a familiar and stable environment with predictable routines and expectations. They are still developing and consistently embedding some hygiene routines.

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Children's welfare and wellbeing Expected standard

Typically, staff promote children's health, safety and wellbeing through responsive care and daily routines. They encourage safer eating practices by ensuring children remain seated while eating and typically provide healthy and nutritious snacks. During snack time, staff talk with children about their day and planned activities. Staff listen to children and value their ideas and opinions. Discussions about healthy food choices, healthy lifestyles and the benefits of regular physical activity are not yet routinely embedded in practice. Staff do not always reinforce hygiene expectations or consistently embed routines such as handwashing before eating. Although hand sanitiser is available at the snack table, children are not always reminded to use it or to wash visibly dirty hands.

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Children's welfare and wellbeing Expected standard

Staff support children's physical development by providing regular opportunities for active play and fresh air. They adapt activities in response to changing circumstances, such as reducing strenuous outdoor play during periods of very hot weather while continuing to provide indoor active experiences.

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Children's welfare and wellbeing Expected standard

Staff invite children to join group play and support their participation. Younger children benefit from a key person who gathers detailed information from parents and carers to support individual needs. Key people monitor children's wellbeing, help them settle into the club and promote independence in managing personal needs. Staff use their knowledge of children and families to provide responsive support and create an inclusive environment where children know who to approach if they need help.

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Inclusion Expected standard

Typically, staff place children at the centre of the club. They gather information from parents, carers and the host school to develop a thorough understanding of each child's individual needs, interests, preferences and home circumstances. Staff remain alert to factors that may affect children's wellbeing beyond the club and work closely with families and the host school to provide timely support. Staff's effective communication enables a prompt response to children's changing needs and strengthens partnerships with families.

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Inclusion Expected standard

Leaders promote an inclusive culture where every child can participate fully. Staff adapt activities, resources, the environment and adult support to meet individual needs, including for children with special educational needs and/or disabilities (SEND). Staff provide quiet and cosy spaces and use a range of strategies to help children regulate their emotions and feel secure. Staff recognise the positive impact of outdoor play on children's wellbeing and emotional development.

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Inclusion Expected standard

Staff understand children's individual needs and typically establish routines and clear expectations, creating a calm and predictable environment where children can thrive. Leaders provide ongoing guidance and support to ensure staff implement effective strategies for children with SEND in partnership with families, the host school and other relevant professionals.

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Inclusion Expected standard

Staff encourage children to value diversity by celebrating a range of world festivals and inviting them to share their own experiences and traditions. This promotes respect for others, supports children's understanding of modern Britain and helps them appreciate both diversity and individuality.

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Leadership and governance Expected standard

Leaders understand the club's context and identify strengths and areas for further development. For instance, they adapt activities and the focus of each session to meet children's individual needs and preferences. Typically, leaders provide a range of professional development opportunities, including regular training. They observe practice across the club and use these observations and reflections to identify development priorities and staff targets. However, approaches to training and development do not yet align with individual staff needs so staff develop their knowledge and skills more effectively.

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Leadership and governance Expected standard

Partnerships with parents are effective. Staff take the time to get to know families well and recognise the importance of working together. Parents report that children talk enthusiastically about activities and enjoy attending. Leaders and staff gather relevant information that supports them in meeting children's individual needs. They regularly review provision and update policies to reflect children's needs and to support their welfare and wellbeing.

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Leadership and governance Expected standard

Leaders prioritise staff wellbeing by providing regular check-ins and opportunities for staff to discuss their workload. Staff report that leaders support them well and that they enjoy working at the club. Staff are enthusiastic, and team morale is high. Leaders are invested and remain visible and accessible to staff. Leaders, staff and the host school meet regularly to discuss children's needs and plan a shared approach to support them.

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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 demonstrate that they feel safe, valued and have a firm sense of belonging at the club. They confidently share their experiences from their school day with welcoming staff, who listen attentively and respond with interest. Children talk positively about the activities available, enjoy choosing their own resources and take pleasure in spending time with their friends and the familiar adults.

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

Children feel secure and typically understand what to expect. There are clear routines for collecting children from school, welcoming them into the club and supporting their departure. The carefully planned transition from school, including a dedicated welcome time, gives children the opportunity to settle, reflect on their day and decide how they would like to spend their time at the club. This generally helps to promote children's independence and ensures they remain engaged in their play experiences.

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

Children enjoy a wide range of engaging activities that successfully meet their differing interests and abilities. They confidently choose from active play, such as den building and large-scale construction, or creative experiences including play dough, arts and crafts. Children remain motivated, curious and engaged throughout the session.

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

Children develop positive social skills as they play cooperatively with their peers. They invite others to join their games, willingly offer help and encourage younger children to contribute their ideas and complete tasks. Children demonstrate resilience and determination as they work together to build tall structures, while staff provide encouragement and sensitive support to extend play.

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

Children are happy, settled and confident within this nurturing environment. They independently seek reassurance or support from trusted adults when needed and know they will receive responsive care. They benefit from an engaging, inclusive environment where they thrive, enjoy attending and build positive relationships. Typically steady attendance, including on themed days and special activity sessions, reflects children's enthusiasm for the club and their enjoyment of the experiences staff provide.

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Next steps

Leaders should strengthen hygiene routines so expectations around handwashing are delivered more consistently. Leaders should embed regular opportunities to discuss healthy lifestyle choices, around diet and physical activity within everyday routines. Leaders should refine staff training and development approaches so they better reflect individual staff needs and support the development of knowledge and skills.

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About this inspection

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

Rishton Methodist School, George Street Rishton BLACKBURN BB1 4JF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Progressive Sports South Lancashire Limited

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Address:

Operating hours: 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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5 to 9

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

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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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