Seathorne Primary Academy @ JB's Sports Coaching Ltd

Coaching Ltd

Unique reference number (URN): 2818382 Address: Seathorne Primary Academy, Count Alan Road, Skegness, PE25 1HB Type: Childcare on non-domestic premises Registered with Ofsted: 20/12/2024 Registers: EYR, CCR, VCR Registered person: JB's Sports Coaching 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

Leaders have established routines that children understand and follow independently. For example, when entering the setting children know where to place their belongings and drinks bottles. Children know what is expected of them and behave well, showing positive attitudes throughout the session.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work closely with the school to monitor children's attendance. They follow up any non-attendance to identify potential barriers and are taking steps to strengthen their approach to removing factors that may prevent children from attending.

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Behaviour, attitudes and establishing routines Expected standard

Children typically arrive happy, settle quickly and demonstrate confidence in the routines and expectations of the club. Children generally use good manners, respond politely to staff and follow instructions with ease. They show care for others and the resources. For example, they carefully put away the items they have used before getting ready for snack time. Staff reinforce their expectations clearly, drawing on familiar school behaviour rules to provide consistency and security for children. For example, when one child accidently hurts another child they are encouraged to show their concern for the other child's welfare and are praised for doing so.

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Behaviour, attitudes and establishing routines Expected standard

At times, some children's involvement decreases when activities do not reflect their current interests or emotional needs. As a result, their engagement is not consistently sustained throughout the session.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are generally supported through warm relationships and a caring atmosphere. Care routines support children's health and independence with staff providing guidance around the understanding of health and hygiene. Children wash hands before eating and manage snack routines confidently. Children are supported to understand personal safety. For example, when a child is walking around with food at snack time, they are quickly supported to sit at the table and a discussion takes place as to why this keeps them safe.

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Children's welfare and wellbeing Expected standard

Children have access to outdoor play to promote physical activity. Discussions around healthy eating take place during snack time, while staff encourage children to make healthy choices. Parents talk of how their children are always excited to attend and how the staff communicate well with parents to support children's needs.

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Children's welfare and wellbeing Expected standard

Most children engage enthusiastically in activities, sharing their school work, achievements and interests with staff. Children enjoy team games and take turns. Staff use praise to encourage positive behaviour consistently. However, not all children experience the same level of engagement, some quieter children would benefit from more encouragement to engage in discussions and activities. At times, staff do not support children's emotional regulation fully effectively, particularly when children are upset or find transitions difficult. Despite this, children generally feel safe, valued and comfortable in the environment, and their overall attitudes towards attending the club are positive and enthusiastic.

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Inclusion Expected standard

Children generally enjoy coming to the setting and build close relationships with the staff. The setting demonstrates a commitment to inclusion and supporting children with a wide range of needs. Children with special educational needs and/or disabilities benefit from personalised strategies, such as sensory toys, quiet spaces, ear defenders and communication aids, which enable them to regulate their emotions and engage positively. Staff work closely with the school to share information, ensuring children's needs are understood. They confidently discuss children's developmental needs and implement tailored approaches, such as lanyards, to support communication for children with speech and language difficulties.

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Inclusion Expected standard

Children who speak English as an additional language are supported and staff use technology, such as communication devices, to help them communicate. The setting seeks information from parents and school to understand children's interests, any barriers to participation and to support children's transitions, particularly for early years foundation stage children. This ensures they feel secure and included from the outset. Staff show genuine care for children's home lives, asking about siblings and family events, which helps children feel valued and understood.

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Inclusion Expected standard

Children say they feel 'protected' and enjoy attending. While quieter children sometimes need more encouragement to engage, the overall culture is warm, supportive and focused on ensuring children are able to participate, feel safe and be themselves.

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Leadership and governance Expected standard

Leaders work closely with the school and recognise the value of having some staff who know the school community, lending this knowledge to supporting behaviour expectations and those children with special educational needs and/or disabilities. This generally has a positive impact on the experiences of the children accessing the setting. However, leaders need to provide further support to staff in adapting activities so that they more precisely meet children's individual needs and interests. This will help ensure that all children remain fully engaged and benefit from experiences the setting provides.

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Leadership and governance Expected standard

Leaders monitor and supervise staff wellbeing through regular 'check-in' meetings. They develop staff's knowledge through a thorough training and induction programme. Leaders have documented recruitment processes that are embedded within the setting. Staff explain how their training and induction periods support them in their daily practice.

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Leadership and governance Expected standard

Leaders value feedback from professionals, parents, staff and children to shape their setting in order to meet the needs of the children and the community. Parents speak highly of the club and value the experiences their children receive. They appreciate the flexibility and reliability of the provision, recognising the crucial role wraparound care plays in supporting their family circumstances. Parents report that staff are approachable and readily available to discuss any questions or share information about their child.

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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 at the setting happily and are greeted warmly by staff, who show genuine interest in their day. Transitions from school to the club are well organised, staff communicate to school to gain insight in to the children's needs and how their day has been. Leaders maintain close relationships with the school and families, supporting positive attendance and continuity for children.

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

Children settle quickly into familiar routines, independently organising their belongings and confidently accessing the activities on offer, chatting excitedly about school.

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

The children explain how they feel safe and 'protected', and speak positively about the adults who look after them. Children understand the routines and expectations, using good manners and following instructions with ease. They enjoy team games, creative activities and opportunities to relax on soft cushions after a busy school day.

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

Many children confidently share their achievements, school work and interests with staff, receiving praise that builds their self esteem. Staff know children well and respond sensitively to their individual needs, particularly those with special educational needs and/or disabilities who benefit from tailored resources, such as sensory toys and communication aids. Children show care for others, apologising when they hurt a friend and checking in on staff who are injured.

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

Children are supported to develop independence by choosing a healthy snack option and tidying away resources. These routines help to build their confidence, self-care skills, and sense of responsibility. Snack time is intentionally used as a calm and sociable part of the day, where children engage in conversation and practise important social skills within a relaxed and supportive environment. Staff encourage children to sit down while eating and promote safe eating habits, ensuring that snack time is both enjoyable and secure.

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Address:

Seathorne Primary Academy Count Alan Road Skegness PE25 1HB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: JB's Sports Coaching Ltd

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Address:

Register(s): EYR, CCR, VCR Children speak positively about their time at the club and how they enjoy attending. They talk fondly about the staff they will miss during the school holidays. Children engage in play together positively, for example they mould play dough into food shapes and share with the friends what they have made, they discuss the rules during a physical activity and cheer each other on.

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Next steps

Leaders should ensure planned activities provide the intended opportunities for children and support emotional regulation. Leader should further support children's engagement in play activities.

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About this inspection

The inspector spoke with leaders, parents, children and practitioners 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,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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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 .

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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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