Progressive Sports @ Landywood

Progressive Sports @ Landywood

Unique reference number (URN): 2870117 Address: Landywood Cp School, Holly Lane, Great Wyrley, WALSALL, WS6 6AQ Type: Childcare on non-domestic premises Registered with Ofsted: 30/10/2025 Registers: EYR, CCR, VCR Registered person: Progressive Sports Limited

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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 generally establish clear expectations for behaviour and ensure staff understand how these should be reinforced throughout the day. Staff remind children of expectations as they move around the site, take part in activities and come together at mealtimes. They model respectful interactions and encourage children to contribute to the club community, such as by helping to tidy resources after play.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff generally consider children's individual needs when organising routines and activities. They offer quieter experiences, when children find the busy environment difficult and adapt their support to help children participate successfully. However, leaders do not yet organise some routines and transitions as smoothly as possible. For example, at the start of the day, children can spend too long waiting while staff manage the register, sunscreen and group arrangements. This interrupts children's engagement and reduces the time they spend purposefully occupied.

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Behaviour, attitudes and establishing routines Expected standard

Leaders monitor children's attendance closely and work with families to understand the reasons for absence. They follow up non-attendance promptly and encourage regular attendance so that children can benefit fully from their time at the club. This regular communication also helps leaders remain aware of changes in children's circumstances that may affect attendance.

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Children's welfare and wellbeing Expected standard

Leaders generally prioritise children's welfare and wellbeing. Staff build warm, responsive relationships with children and are alert to when they need additional reassurance. They use their knowledge of children to respond sensitively to their emotions. Staff notice when children need additional emotional support. Staff use play and sensitive conversations to understand how children are feeling, helping them feel understood, emotionally secure and ready to re-engage. However, some routines result in children waiting for longer than necessary. At these times, this interrupts their enjoyment and means their experiences are not as well considered as possible.

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Children's welfare and wellbeing Expected standard

Staff promote children's physical health and safety throughout the day. They check that children have sunscreen and access to drinking water. During warmer weather, staff plan more energetic activities for cooler parts of the day and reduce their intensity as temperatures rise. This helps children remain comfortable, safely active and protected from the effects of excessive heat. Staff supervise children closely while they eat and reinforce safe eating practices. They understand children's individual allergies and dietary needs, share relevant information with food providers and make appropriate adjustments. Staff administer first aid and maintain records to share with parents.

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Inclusion Expected standard

Leaders generally gather information from parents about children's individual needs before they attend. They use this information to identify where children may need additional support and discuss any needs with parents so that appropriate adaptations can be made. However, leaders' systems for gathering and sharing information about children are not yet comprehensive enough to ensure that staff have a full understanding of each child's individual needs. This can limit how promptly staff identify and reduce potential barriers to children's participation and wellbeing.

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Inclusion Expected standard

Staff use the information they do have, alongside their observations, to respond to children as individuals. They respond to children's individual cues, offering individual support, when children find group activities difficult. For example, staff recognise when children need quieter experiences or additional emotional support and adapt their approach. Recent training has developed staff knowledge of how to adapt activities for children with special educational needs and/or disabilities so that they can participate alongside their peers.

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Inclusion Expected standard

Leaders make effective use of the funded holiday programme scheme to widen the offer to more families to access the club. This enables more children to benefit from the range of experiences, activities and opportunities to spend time with their peers during the school holidays.

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Leadership and governance Expected standard

Leaders have a clear understanding of the provision and are reflective about where arrangements can improve. They respond to changes as the organisation grows and recognise that increased attendance requires more precise planning and contingency arrangements. Leaders are already considering how to refine recruitment, booking and information-sharing systems so that responsibilities are clear and arrangements remain effective as the club expands. Leaders seek opportunities to broaden children's experiences through community partnerships. For example, their work with local stores has supported children's understanding of healthy food choices.

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Leadership and governance Expected standard

Leaders invest in staff's professional knowledge. New staff receive a structured induction and regular feedback. Leaders also encourage staff to extend their qualifications and develop expertise. Staff speak positively about the support they receive and feel that staffing arrangements help them share responsibilities and manage workload.

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Leadership and governance Expected standard

Leaders appreciate parents' views and gather written feedback about children's experiences. Parents value communication with the club. Leaders work with the host school, including sharing information about risk assessments for the premises during building work. However, leaders' partnerships with parents and the other schools children also attend need further strengthening to improve the exchange of information about children's individual needs, when they start attending.

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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 are happy and confident at this holiday club. They arrive eager to see their friends and familiar staff and quickly become absorbed in play. Children talk warmly about the coaches they know and say that everyone is friendly. They benefit from staying with the same staff member as they move between activities. This helps them build familiar relationships and supports their emotional security throughout the day, especially for children who find it more difficult to build connections.

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Inspector:

Anne Dyoss Outdoors, children enthusiastically join energetic team games. They cooperate with friends, follow rules and develop their coordination and physical skills. During the day, children have time for quieter, less energetic experiences, where they can relax, be creative and spend time talking with their friends. Children quickly become purposeful in their play. They colour, design and create using a variety of construction resources. Children develop their own ideas, collaborate with friends and talk confidently about what they are making. They make changes as their ideas develop and show pride in their achievements, eagerly sharing what they have created with staff.

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Inspector:

Children experience activities that may be completely new to them. For example, they learn to manoeuvre pedal go-karts safely, judge spaces and control their movements. They enjoy opportunities to share memorable experiences with their friends, such as during the colour run. Children excitedly join in with the music and celebrations, experiencing something new together.

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Inspector:

Children understand the club's expectations for behaviour and generally follow these well. Expectations, such as using 'kind hands, kind feet and kind words', form part of regular discussions and are frequently reinforced by staff. Children understand why rules are important, including why they must not share food because others may have allergies. Children and their families are warmly welcomed. Parents value the positive communication with staff and feel their children are safe and well cared for. Children's attendance is closely monitored.

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Next steps

Leaders should refine routines and transitions to minimise unnecessary waiting and maximise children's engagement and enjoyment throughout their time at the club. Leaders should strengthen information-sharing arrangements with parents and other settings to develop a more comprehensive understanding of children's individual needs and further enhance inclusive practice.

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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:

Landywood Cp School, Holly Lane Great Wyrley WALSALL WS6 6AQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Progressive Sports Limited

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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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