TB Sport at West Bridgford Juniors

TB Sport at West Bridgford Juniors

Unique reference number (URN): 2816405 Address: West Bridgford Junior School, Exchange Road, West Bridgford, NOTTINGHAM, NG2 6DB Type: Childcare on non-domestic premises Registered with Ofsted: 22/11/2024 Registers: EYR, CCR, VCR Registered person: Bingley, Thomas Craig

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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 clear routines and expectations that help children feel safe, secure and ready to enjoy their time at the club. Children are welcomed warmly each day and benefit from positive relationships with staff, who generally know them well. Leaders recognise the importance of consistent approaches to behaviour and routines. While children generally respond positively to staff and understand the expectations of the club, these expectations are not always reinforced consistently by all adults. For example, during snack time, children are reminded that they should sit on the benches rather than the tables. In addition, they are reminded to ensure they are sitting when eating. However, these expectations are not always followed through consistently, resulting in some children receiving mixed messages about acceptable behaviour. As a result, children are not always supported to fully understand the reasons behind expectations or how their choices

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Behaviour, attitudes and establishing routines Expected standard

contribute to keeping themselves and others safe.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive relationships with staff and each other. They show enthusiasm when taking part in activities and demonstrate positive attitudes towards trying new experiences, particularly during sports, team games and creative opportunities. Children are encouraged to work together, communicate their ideas and celebrate each other's successes. They show enjoyment in their time at the club and are keen to participate in the experiences available.

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Behaviour, attitudes and establishing routines Expected standard

Leaders understand the importance of creating an inclusive environment, where all children can participate and feel valued. Staff use their knowledge of children to support their emotional wellbeing, confidence and engagement, although this is not yet fully consistent for all children. Children are supported to make choices, develop independence and build friendships within the club community.

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Behaviour, attitudes and establishing routines Expected standard

Attendance is promoted through established relationships with families and by providing experiences that children enjoy and want to return to. Children benefit from seeing familiar staff and developing a sense of belonging, which supports their confidence and enjoyment of attending regularly.

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Children's welfare and wellbeing Expected standard

Leaders prioritise children's welfare and wellbeing and have created a caring environment, where children feel safe, valued and supported. Staff build positive relationships with children and generally know them well, including their interests, preferences and individual needs. Children benefit from familiar adults, who provide reassurance, encouragement and support, helping them to settle quickly and enjoy their time at the club.

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Children's welfare and wellbeing Expected standard

Children's emotional and physical wellbeing are promoted through a balance of active experiences, creative opportunities and quieter activities. Staff recognise that children have different needs and provide opportunities for children to make choices, develop independence and spend time in ways that support their confidence and wellbeing. Children with additional needs are supported to participate fully and are included alongside their peers.

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Children's welfare and wellbeing Expected standard

Staff support children's confidence and relationships. However, quieter children are not always consistently identified and encouraged during less structured parts of the session. At times, staff do not adapt their interactions quickly enough to check in with these children or help them build confidence, meaning some children may take longer to develop friendships and a strong sense of belonging.

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Children's welfare and wellbeing Expected standard

Children's health and safety are promoted through a range of routines, including access to drinking water, nutritious snacks and reminders about keeping safe. However, expectations around snack routines are not always consistently reinforced. For example, staff do not consistently reinforce children's understanding of safe eating practices, such as the importance of sitting down while eating to reduce the risk of choking.

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Children's welfare and wellbeing Expected standard

Overall, leaders have established a nurturing environment, where children's wellbeing is valued. They recognise the importance of continuing to strengthen consistency in how staff support children's emotional needs and promote safe routines throughout the day.

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Inclusion Expected standard

Leaders have created an inclusive culture, where children's individual needs are recognised, understood and supported. They work closely with families to gather information about children and identify where additional support or adjustments may be needed. Staff use their knowledge of children's interests, strengths and needs to help children access the full range of experiences available and reduce barriers to participation.

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Inclusion Expected standard

Children with special educational needs and/or disabilities are supported to participate fully in the provision. Leaders understand the importance of working in partnership with families and using appropriate strategies to help children feel secure and included. Staff adapt activities and routines, where needed, enabling children to build relationships, develop independence and experience success alongside their peers.

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Inclusion Expected standard

Leaders are committed to ensuring all children can access the opportunities available, including those who may face barriers due to their individual circumstances. Through funding such as the Holiday Activities and Food scheme, leaders provide children with access to the club alongside nutritious food and enriching experiences that they may not otherwise be able to access. This supports children's wellbeing, participation and sense of belonging within the wider club community.

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Inclusion Expected standard

Leaders understand their responsibilities in supporting children, who may require additional care or support and have clear systems in place to work with families and relevant agencies where needed. They prioritise children's emotional wellbeing and recognise the importance of understanding each child as an individual. Staff generally know children well and provide support to help them feel valued and included.

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Leadership and governance Expected standard

Leaders demonstrate a clear vision for the club, centred on providing children with safe, enjoyable and inclusive experiences, where they feel valued and supported. They have a secure understanding of their responsibilities and have established effective systems to support the smooth running of the provision. Leaders regularly reflect on the quality of the club and use feedback from children, parents and staff to identify areas for development.

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Leadership and governance Expected standard

Leaders prioritise staff wellbeing and create a supportive team culture. Staff benefit from clear communication, regular team meetings and access to guidance and information to keep their knowledge and skills up to date. Leaders work closely together to provide support, share responsibilities and ensure staff feel valued in their roles.

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Leadership and governance Expected standard

Professional development is valued. Staff have appropriate training and relevant expertise, including knowledge and skills linked to sports coaching, safeguarding and supporting children's individual needs. Leaders ensure staff understand their responsibilities and have access to policies, procedures and ongoing updates to support effective practice.

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Leadership and governance Expected standard

Leaders build positive relationships with families and value their contributions. Parent feedback is actively gathered and used to reflect on provision. Established relationships with families help staff understand children's needs and support continuity of care. The club also provides wider opportunities for children and families through initiatives, such as the Holiday Activities and Food scheme, supporting access to enriching experiences and nutritious food.

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Leadership and governance Expected standard

Leaders demonstrate a commitment to continuous improvement. They are reflective about the strengths of the club and recognise where further development will enhance children's experiences, including strengthening consistency across staff practice and continuing to develop children's sense of belonging.

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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 that they belong at this holiday club. They are warmly welcomed by staff, who know them well and understand their interests, personalities and individual needs. Children benefit from the consistency of familiar adults, which helps them feel safe, secure and confident when attending. Children are happy to return to the club and develop trusting relationships with staff, who support them to feel valued and included.

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

Children enjoy a wide range of experiences that support them to thrive. They take part in active sports, team games, creative activities and opportunities to relax and spend time with friends. Children confidently make choices about what they would like to do and show enjoyment and pride in their achievements. They are excited to talk about activities they have completed, including baking and craft experiences, and enjoy taking something home each day to share with their families.

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

Children develop positive relationships with each other and show kindness, encouragement and teamwork during activities. Older children naturally support younger children, creating an inclusive environment, where children of different ages play and learn alongside each other. Children are encouraged to share their ideas, communicate with others and develop confidence in new experiences.

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

Children are cared for in a safe and nurturing environment. Staff generally understand children's needs and provide support to help them participate fully, including children with additional needs. Children benefit from opportunities that may be different from their experiences in school and are supported to build confidence, independence and resilience.

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

Children show some understanding of the routines of the club and generally respond positively to the expectations that staff provide. They are supported to develop positive behaviours, make safe choices and understand how to look after themselves and others.

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Address:

West Bridgford Junior School Exchange Road, West Bridgford NOTTINGHAM NG2 6DB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 22/11/2024 Children benefit from the balance of active experiences, quieter opportunities and time to build friendships at their own pace. Overall, children experience an inclusive and enjoyable holiday club, where they are supported to achieve, belong and thrive. They develop confidence, enjoy meaningful experiences and feel valued as individuals within the club community.

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Next steps

Leaders should ensure that all staff consistently apply behaviour expectations across the club, so that children receive clear and predictable messages about routines and acceptable behaviour. Leaders should support staff to further develop their understanding of children's individual personalities, needs and experiences, so they can adapt their interactions effectively and help all children, particularly those who are quieter, to build confidence and develop a strong sense of belonging.

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About this inspection

The inspector spoke with leaders, staff and children 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. Registered person: Bingley, Thomas Craig

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About this inspection

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

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About this inspection

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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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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