Time4Sport @ Seabridge Primary School

Time4Sport @ Seabridge Primary School

Unique reference number (URN): 2870137 Address: Seabridge Primary School, Roe Lane, Newcastle, ST5 3PJ Type: Childcare on non-domestic premises Registered with Ofsted: 15/12/2025 Registers: EYR, CCR, VCR Registered person: Time 4 Sport Uk 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

Generally, leaders and staff have high expectations for children's behaviour. Children tidy up together, share and take turns. They follow instructions and know their routines. Staff explain the club rules clearly, such as putting hands up, being kind to each other, sharing, trying their best and having a go. Older children contribute their ideas about how they can help younger children in the club. This helps children to feel settled, develop a sense of belonging and understand the expectations of the club. Although staff use effective strategies to gain children's attention, such as actions for them to copy, children sometimes wait too long between activities. As a result, they can become restless and lose interest.

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Behaviour, attitudes and establishing routines Expected standard

Staff know children well. They have an understanding of children's individual needs and interests. This helps staff to plan effectively for all children in their care. Typically, children have formed close bonds with staff and seek them out for reassurance. The nurturing staff have a gentle, calm approach and help children feel valued. Children are eager and ready to immerse themselves in the activities on offer. They demonstrate coordination and control as they play games using balls. Children enjoy being with their friends and have conversations with each other. Staff offer praise and encouragement. This helps to build children's confidence and motivates them to persevere. Leaders regularly monitor children's attendance. They have systems in place that ensure parents understand the importance of attendance.

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Children's welfare and wellbeing Expected standard

Overall, leaders and staff prioritise children's welfare and wellbeing. They support children to feel welcomed into the club and understand their individual needs, including children who face other barriers to their learning and/or wellbeing. For example, staff gently guide children to participate in activities that reflect their interests. Daily check ins with children ensure they feel part of the club community and provide the reassurance they need. Children have formed secure attachments with the nurturing staff. This helps children feel settled at the club and valued as individuals.

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Children's welfare and wellbeing Expected standard

Leaders generally work in partnership with families, other professionals and the club's dedicated leadership team to support smooth transitions for all children before they start at the club. They gather information about children's care and individual needs and use this to plan effective provision. Snack time is a sociable time for all children. They enjoy their healthy and nutritious snacks, such as fruit and yoghurts. As a result, children develop positive eating habits and social interaction.

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Children's welfare and wellbeing Expected standard

Children typically enjoy their swimming lessons and learn how to keep safe in the water while developing early swimming skills. Staff complete daily risk assessments to maintain children's safety during activities. Children benefit from daily physical activity and relish their time outdoors in the fresh air. They run, play games with their friends and show cooperative play. Children are independent. They access their own drinks and confidently manage their personal care routines, such as going to the toilet, washing their hands and wiping their noses. This supports children to manage their own needs and feel confident in their environment.

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Inclusion Expected standard

Leaders have typically created an inclusive environment for all children. They gather information about children and use this effectively to meet individual needs and reduce barriers. Leaders generally work in partnership with parents and other professionals to ensure children, including those with special educational needs and/or disabilities (SEND) and those who face other barriers to their learning and/or wellbeing, experience a smooth transition into the club. They have created calming spaces for children and adapt the environment so that all children can fully engage in the activities on offer. Leaders regularly share information with staff, including knowledge about SEND, to enhance staff awareness. This ensures children are supported to participate fully in the club and that their wellbeing is promoted.

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Inclusion Expected standard

Leaders demonstrate an understanding of their community. They work with the school and their other clubs within the area to create an aligned approach to support children in their care. Typically, staff know children's individual needs and are sensitive in their practice. They support children, including those who face barriers to their learning and/or wellbeing, to participate in activities. For example, staff provide reassurance and use children's interests to settle into daily routines. As a result, children respond positively to the nurturing staff and feel valued and safe.

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Leadership and governance Expected standard

Typically, leaders are dedicated to their role and are effective in meeting the early years foundation stage requirements. They understand their setting's strengths and areas for development. Leaders work with other professionals to further develop their practice and provision. They have developed ways to support the wellbeing of children and families, such as through their 'Time4Wellbeing' programme, and have identified priorities to strengthen the experiences offered to children and families. This reflective approach supports the commitment leaders have for the club.

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Leadership and governance Expected standard

Leaders are inclusive and respond well to the needs of all children in their care. They ensure all children are happy, valued and cared for within the club. Leaders highlight the importance of promoting physical activity and social skills. They provide opportunities for children to build on their skills and be more active, such as through swimming and using large apparatus to challenge physical skills. This helps children to gain an understanding of the importance of developing healthy lifestyles.

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Leadership and governance Expected standard

Leaders prioritise staff wellbeing. Staff say they feel supported and valued by leaders. Leaders have created an open-door policy and carry out regular supervisions and monitoring. This helps staff to continuously reflect on their practice and enhance their skills to better support children.

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Leadership and governance Expected standard

Parents are, overall, positive about the club. They comment that their children are happy, settled and enjoy attending the club. Families value the additional opportunities the club provides, such as swimming lessons. However, at times parents do not always feel fully informed about their child's key person and the care and support their child receives. Leaders recognise this and understand they need to fully strengthen systems to ensure greater consistency across the provision.

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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 arrive happily at the club. They are greeted warmly by staff at the door and independently put their belongings away, then settle quickly into an activity. For example,

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Inspector:

Reena Rai-Aheer they enjoy colouring, building models and using the large equipment. Children climb and balance on beams as they explore the large equipment. They take care as staff gently encourage and guide them. Children show increasing confidence and coordination. This helps children to be physically active, manage risks safely and develop resilience.

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Inspector:

Children have built close bonds with staff, who they confidently approach for comfort and reassurance when needed. They enjoy engaging in conversations with their friends, and younger children look up to the older children as positive role models. This supports all children to develop secure friendships and feel part of the club community. Children benefit from a wide range of experiences. They relish playing games with staff and with their friends. For example, children play the bean game and move their bodies using various movements associated with beans, such as 'jelly bean, broad bean, runner bean' and 'jumping bean'. They wobble like jelly, stretch out wide and run fast on the spot. Children show clear enjoyment as they eagerly join in. Staff talk to children about how their muscles work as they move in different ways. This helps children to understand the strength of their bodies, their coordination and how to control movement.

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Inspector:

Leaders monitor children's attendance closely. They recognise the importance of regular attendance and provide support to parents and carers when needed. Leaders follow up absence in a timely manner through phone calls and check ins with parents. This ensures children attend regularly and fully benefit from the club.

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Next steps

Leaders should support staff to embed consistent transition routines to reduce unnecessary waiting times for children. 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, so families feel fully informed about the support their child receives.

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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 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:

Seabridge Primary School Roe Lane Newcastle ST5 3PJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:30

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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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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

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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