MHR Sports Services at Lower Farm Academy

MHR Sports Services at Lower Farm Academy

Unique reference number (URN): 2880169 Address: Lower Farm Academy, Milking Lane, NUNEATON, CV10 0FG Type: Childcare on non-domestic premises Registered with Ofsted: 03/02/2026 Registers: EYR, CCR, VCR Registered person: MHR Sports Services 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

Children, including those with special educational needs and/or disabilities and those who face other barriers to their learning and/or wellbeing, build excellent relationships with leaders and staff. They confidently explore their inclusive environment and show independence. Children make their own choices about the activities they want to try, such as arts and crafts indoors or sports games outdoors. This supports their personal and social development and helps them learn to make decisions for themselves.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff proactively engage with children side by side in all team sports. They remind children about behaviour rules before a game. For example, during a game of 'fox tail tag', staff explain the importance of being kind with their hands and feet and being respectful towards their team friends. When staff notice children who do not follow the rules of the club, they quickly intervene and reinforce the rules in a caring manner. This helps to sustain and refocus children back into the game. As a result, all children behave highly positively.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote regular attendance at the club by working closely with parents to ensure any barriers to attendance are fully supported. For example, they create a calming space for children, who need time to self-regulate. This ensures all children build positive attitudes towards school and benefit from the fun and exciting experiences the club offers.

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Children's welfare and wellbeing Strong standard

Children, including those with special educational needs and/or disabilities and those with other barriers to their learning, thrive in this caring club. Leaders work effectively with parents and carers during admission to gather information relevant to each child's individual care and development needs. This enables leaders to prioritise staff knowledge and training so that children's needs are fully met. For example, parents report that leaders go above and beyond, ensuring staff receive diabetes training in response to each child's emerging needs. As a result, all children remain safe and their health and wellbeing are carefully considered within this inclusive club.

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Children's welfare and wellbeing Strong standard

Leaders and staff ensure that parents are fully aware of their children's key persons at the club. They securely build secure attachments with children, which helps to self-regulate children who struggle with their emotions. Leaders also work effectively with their staff team to establish safe environments that meet children's health and care needs. For example, they recognise children's allergies and dietary requirements, when preparing meals for children, including those on the Holiday Activities and Food Programme. Children benefit from healthy and nutritious meals prepared by staff that are balanced and include fruits, water and a sandwich with healthy fillings. As a result, children benefit from a healthy diet.

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Inclusion Strong standard

Children, including those with special educational needs and/or disabilities (SEND) and those with other barriers to their learning, thrive in this highly inclusive club. Leaders and staff work effectively with parents and carers during admissions to gather information relevant to each child's individual developmental needs. They deeply reflect upon the individual needs of children with SEND and adapt the environment accordingly. For example, when children become overstimulated and need some quiet time, staff build safe and secure enclosures to support them to self-regulate. This gives children with SEND a calm, soothing space, which then helps them to integrate back with their friends.

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Inclusion Strong standard

Leaders and staff recognise that all children are unique. They effectively use their assessment of children to plan enjoyable and purposeful activities that help children sustain and focus their attention. For example, individual children are given an activity, such as 'Octoplay', as staff know this reflects their interests. As children build structures from this, they explain to staff how they have added a stabiliser to stop it from falling. This thoughtful approach ensures that all children deeply benefit from developing skills and knowledge at the club.

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Leadership and governance Expected standard

Leaders and staff work harmoniously together to create a safe and caring environment for children, including those with special educational needs and/or disabilities and those who face other barriers to learning and or/wellbeing. They act swiftly when children become dysregulated and behave in a way that could cause themselves harm. For example, leaders and staff use their walkie-talkie communication channel effectively to alert one another when they identify potential risks to children, and through their quick thinking, children are kept safe from any risk of harm. This ensures that all children are kept safe and secure at the club and that leaders and staff fully comply with the early years foundation stage statutory requirements.

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Leadership and governance Expected standard

Leaders recognise the importance of staff wellbeing. They have put systems in place to gather staff viewpoints, including how they are feeling and any reflections about their week. This enables leaders to monitor staff workload effectively.

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Leadership and governance Expected standard

Parents' partnerships are established effectively. They report the club is a 'lifeline' for them and their children. Parents explain that staff consistently go above and beyond, including using their own initiative to further their knowledge of diabetes so they can fully support all children's wellbeing. Parents also share their views about the key-person system. They describe how these relationships help their children to manage their emotions and build confidence. However, leaders are yet to strengthen how they share their policies and procedures with parents, particularly their mobile and smart devices policy, to promote an even more consistent, collaborative approach.

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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 come into the club excited as they enter, leaving their parents and carers with confidence. They show independence as they put away their lunch boxes before going into play. Staff greet children with a warm welcome and know the needs of individual children, including those who struggle during transitions. For example, they divert children's attention by saying 'Let's go and see the chickens in the pen' to support a smooth transition from home into the club. This helps children, including those with special educational needs

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Inspector:

Dal Malhi and/or disabilities, settle extremely well. As a result, all children benefit from a safe and secure environment.

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Inspector:

Children settle quickly into club activities. They enjoy the creative experiences on offer to them. For example, children concentrate as they put dinosaur puzzles together and work out where each piece belongs. Staff are always close by to help and encourage them to keep trying, which supports children to feel confident to have a go.

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Inspector:

Children thrive in the outdoor environment, where they have access to ample activities. Staff lead team games that encourage younger and older children to play harmoniously together. They select teams thoughtfully to ensure all children are highly supported and can build positive relationships with their peers. As a result, children flourish at the club.

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Inspector:

Children, including those in receipt of the Holiday Activities and Food Programme, benefit from healthy and nutritious snacks. Staff encourage them to make healthy choices, such as bananas, oranges, apples and yogurts. Children also learn to manage their own self-care as staff remind all children to wash their hands before eating.

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Inspector:

Leaders recognise that regular attendance at the club supports children to develop positive attitudes towards school. They have put effective monitoring systems in place, such as by using an online attendance recording tool, to help them track attendance consistently and identify any emerging patterns.

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Next steps

Leaders should strengthen further how they share their club policies and procedures with parents, particularly their mobile and smart devices policy to promote a consistent collaborative approach.

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About this inspection

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

Lower Farm Academy Milking Lane NUNEATON CV10 0FG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: MHR Sports Services Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 08:15 - 16:30

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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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