Ace Sports Midlands : Abbey Gates Primary School - Holiday Club

School - Holiday Club

Unique reference number (URN): 2828276 Address: Abbey Gates Primary School, Vernon Crescent, Ravenshead, NOTTINGHAM, NG15 9BN Type: Childcare on non-domestic premises Registered with Ofsted: 04/03/2025 Registers: EYR, CCR, VCR Registered person: Ace Sports Midlands 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

Leaders have established clear expectations for behaviour, attitudes and routines, which are embedded consistently throughout the holiday club. The organisation's 'SPORT' values underpin daily practice and help children to understand the importance of respect, teamwork, responsibility and positive relationships. Children contribute to creating the club rules, giving them a strong sense of ownership and helping to develop a positive and inclusive culture.

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Behaviour, attitudes and establishing routines Strong standard

Staff build exceptionally strong relationships with children and know them extremely well. Children delight in recognising familiar staff from previous holiday club sessions and confidently approach adults to share news, talk about their experiences and 'catch up' through conversation. Staff remember children's interests, personalities and previous experiences, helping children feel valued and develop a strong sense of belonging.

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Behaviour, attitudes and establishing routines Strong standard

Leaders carefully structure the day to support children's social development and confidence. Adult-led activities at the start of the day, such as team-building games and group challenges, encourage children of different ages to mix, communicate and work together. These experiences help children, including those new to the club, develop friendships and feel included. Children then have opportunities later in the day to choose activities that interest them, promoting independence, decision-making and enjoyment.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate highly positive attitudes towards their experiences. They participate enthusiastically, show resilience when trying new activities and support one another during shared experiences. Staff model respectful interactions, provide clear guidance and celebrate children's achievements, reinforcing positive behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Behaviour approaches are inclusive and responsive to individual needs. Staff understand that some children require additional support to manage emotions and adapt their approach through calm communication, consistent routines and reassurance. As a result, children feel secure, understand expectations and confidently participate in the life of the club.

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Children's welfare and wellbeing Strong standard

Leaders place children's welfare and wellbeing at the heart of the provision. They have established a caring and supportive environment where children feel safe, valued and understood. Staff recognise that children attending during holiday periods may have different routines, experiences and emotional needs. They provide a thoughtful balance of active, creative and relaxing experiences to help children feel secure, develop confidence and enjoy their time at the club. Strong relationships enable staff to understand children well and respond sensitively when additional support is needed.

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Children's welfare and wellbeing Strong standard

Children's physical and emotional wellbeing are promoted effectively through a wide range of opportunities. Children enjoy regular physical activity, including sports and team games, and develop an understanding of how exercise supports their health and wellbeing. Staff encourage children to recognise the positive effects of being active, such as feeling energised, developing skills and working as part of a team.

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Children's welfare and wellbeing Strong standard

Healthy lifestyles are promoted consistently throughout the day. Children understand the importance of good hygiene and wash their hands before eating. Staff carefully support snack and lunch routines, promoting safe eating practices and independence. Lunch boxes are monitored to reduce risks, children are reminded about safe food preparation, such as cutting grapes, and staff are vigilant about allergies and dietary requirements. Leaders ensure welfare practices are inclusive and responsive to individual needs. Children with additional needs, including those requiring support with emotional regulation or medical needs, receive appropriate care and consideration. As a result, all children feel secure, confident and able to fully enjoy the experiences available.

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Inclusion Strong standard

Leaders have created a highly inclusive culture where every child is known, valued and supported to participate fully in the holiday club. Effective systems are in place to identify, assess and respond to children's individual needs. Before children attend, leaders gather detailed information from parents through transition conversations, 'getting to know me' forms and ongoing communication. This enables staff to understand children's strengths, interests, personalities and any barriers they may face, ensuring provision is adapted so all children can access and enjoy the opportunities available.

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Inclusion Strong standard

Children with special educational needs and/or disabilities receive highly effective support. Children who require support with social, emotional and mental health needs are exceptionally well understood by staff. Adults recognise early signs that children may need additional help and respond quickly and sensitively. Staff use calm communication, consistent routines, reassurance and access to quieter spaces to help children regulate their emotions, build confidence and feel secure. Strong partnerships with parents, schools and other professionals ensure approaches are consistent and children are fully included alongside their peers. Leaders recognise that some children may experience barriers to accessing holiday provision and take effective action to reduce these. Settling-in opportunities, flexible support and close communication with families help children develop positive relationships and feel

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Inclusion Strong standard

confident within the environment. Leaders understand that some children who may find the classroom environment challenging can thrive within the club's flexible and nurturing approach.

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Inclusion Strong standard

Robust safeguarding systems ensure leaders identify and respond promptly to any concerns about children's welfare. Through their highly inclusive practice, leaders ensure all children, including those facing additional barriers to their wellbeing, receive the support they need to succeed.

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Leadership and governance Strong standard

Leaders have a clear and ambitious vision for providing a safe, inclusive and enjoyable holiday club where every child feels valued and able to participate fully. They have established highly effective systems and processes that support the consistent delivery of high-quality care. Leaders understand their responsibilities well and ensure statutory requirements are met through robust policies, clear procedures and effective monitoring.

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Leadership and governance Strong standard

Leaders invest heavily in staff development, ensuring staff have the knowledge and skills needed to meet children's needs. Before each holiday programme, staff complete comprehensive training covering safeguarding, behaviour management, planning engaging activities, staff conduct and statutory updates. Regular team meetings provide opportunities to share information, reflect on practice and maintain consistency. Daily briefings ensure staff understand the children attending, any additional support required and how provision should be adapted.

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Leadership and governance Strong standard

Staff wellbeing is prioritised through clear communication, effective organisation and shared responsibility. Leaders work closely together to support staff and ensure they feel confident and well prepared in their roles.

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Leadership and governance Strong standard

Leaders value strong partnerships with parents and use communication effectively to understand children's needs. Information gathered before children attend, including parent conversations and 'getting to know me' forms, enables staff to provide personalised support. Parents value the clear booking system, regular updates and feedback about their child's experiences.

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Leadership and governance Strong standard

Leaders are reflective and committed to continuous improvement. They have strengthened the booking system to provide families with clearer information and recognise opportunities to develop stronger links within the local community. Leaders are ambitious to widen access to the provision and increase its transformational impact so that more children and families benefit from the high-quality experiences it provides.

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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 experience a highly inclusive and welcoming environment where they feel safe, valued and show great confidence. Staff know children exceptionally well and use information from parents, schools and children themselves to understand their interests, personalities and individual needs. This enables children to settle quickly, develop secure relationships with adults and access activities that reflect their preferences and abilities. Children benefit from a superb, well-balanced programme of experiences, including creative activities, sports, team games and opportunities for quieter play and relaxation. They confidently make choices, share ideas and engage positively in activities that promote their confidence, independence and enjoyment.

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

Children have a secure understanding of the club's expectations and demonstrate positive attitudes towards their experiences. Daily routines are well established and embedded, helping children feel secure and develop independence. Children take responsibility for their belongings, care for resources and contribute to creating the club rules. The organisation's 'SPORT' values are effectively woven through daily practice, helping children understand the importance of respect, teamwork and positive relationships. Children of different ages confidently mix and build positive relationships, cooperating during activities, encouraging one another and showing genuine respect and consideration for their peers.

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

Children with additional needs are extremely well supported to participate fully in club life. Staff have a strong understanding of children's individual needs and use effective strategies to promote inclusion and remove barriers to participation. Adults adapt activities, communication and routines where needed, ensuring children can access the same experiences as their peers. Furthermore, children who require additional support with emotional regulation benefit from calm interactions, predictable routines and access to quieter spaces, enabling them to develop confidence, strengthen relationships and increasingly manage their emotions.

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

Children's welfare and wellbeing are prioritised throughout the provision. Staff recognise that children arrive with different experiences and needs and provide a thoughtful balance of active, creative and relaxing opportunities. Children thoroughly enjoy the wide range of activities available, confidently trying new experiences and developing new skills. Staff promote healthy lifestyles through appropriate snack routines, access to water and careful consideration of dietary requirements and allergies.

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

Parents speak positively about the club, valuing clear communication, effective booking arrangements, information about activities and feedback about their child's day. They appreciate that children are happy to attend and return home having enjoyed positive and meaningful experiences.

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Next steps

Leaders should further strengthen engagement with the local community so that more children and families can access the provision and benefit from its transformational impact.

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About this inspection

The inspector spoke with leaders, staff and children during the inspection. She took account of the views of parents and carers.

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Address:

Abbey Gates Primary School Vernon Crescent, Ravenshead NOTTINGHAM NG15 9BN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Ace Sports Midlands LTD

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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Address:

Local authority: Nottinghamshire County Council

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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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4 to 11

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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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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