Progressive Sports @ Ridgeway

Progressive Sports @ Ridgeway

Unique reference number (URN): 2870123 Address: Ridgeway Primary Academy, Grange Road, Burntwood, WS7 4TU 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. Staff explain rules before activities and reinforce expectations about how to play safely and cooperatively. They use praise to promote positive behaviour and adapt their approach, when children need additional support to manage their behaviour and emotions. As a result, children generally respond positively, cooperate with others and follow instructions.

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Behaviour, attitudes and establishing routines Expected standard

Staff promote positive attitudes through activities that reflect children's interests. They give children advance warning when activities are coming to an end so children can prepare for the change. Staff establish familiar routines at mealtimes. Children understand what is expected of them and take responsibility for their own space, such as clearing away their rubbish when they finish eating. Staff supervise these routines and children generally follow them independently. However, leaders have not yet fully refined all routines and transitions. At times, staff prepare for the next part of the day while children wait unnecessarily. Staff also provide a more limited range of quieter indoor activities, with some reliance on colouring. They do not always plan sufficient choices for children, who finish an activity quickly. Consequently, some children lose interest and wander around rather than remaining

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote regular attendance, particularly for children accessing funded holiday places. Staff follow up when children do not attend as expected and remind parents about the importance of using their allocated places.

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Children's welfare and wellbeing Expected standard

Leaders generally give appropriate consideration to children's welfare and wellbeing. Staff adapt their care to reflect children's individual needs and circumstances. They respond sensitively, when children need reassurance or time away from the larger group. Staff recognise changes in children's emotions and adjust their approach. They check in with children, who choose to spend time alone, while giving them the space they need. This inclusive approach enables children, who may face barriers, to receive the care and reassurance they need to feel secure and develop trusting relationships with staff.

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Children's welfare and wellbeing Expected standard

Staff promote children's physical health through established care practices. They encourage children to wash their hands before eating and supervise them appropriately at mealtimes. Staff understand safe food preparation and are alert to potential choking hazards in children's lunch boxes. They also know about children's allergies. Staff also act promptly when they identify potential hazards in areas children use, such as spillages.

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Children's welfare and wellbeing Expected standard

Leaders adapt the day to take account of children's welfare during hot weather. They ensure children have ready access to drinking water and promote the use of sun cream and hats. Leaders consider children's energy levels as temperatures rise and adapt the programme to include less energetic and quieter experiences. This enables children to continue participating comfortably throughout the day.

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Inclusion Expected standard

Leaders generally understand the individual needs of children attending the club and make adaptations to reduce barriers to their participation and wellbeing. Staff recognise when children need support to regulate their emotions and respond sensitively. Leaders have created a dedicated sensory space, where children can spend time in a quieter area when they find the larger group overwhelming. Staff use strategies, such as distraction and changes to the environment, to help children regulate and rejoin their friends, when they are ready. Leaders work with the local authority to make use of holiday funding, helping children who may face barriers to access and benefit from the experiences available at the club.

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Inclusion Expected standard

Leaders typically work with parents and carers to understand children's needs and the strategies that work well for them. They liaise effectively with the on-site school about children who attend both provisions. Leaders use this information to adapt children's experiences and routines. For example, they adjust individual timetables when children need additional support to manage their day. However, partnerships are less developed when children attend other settings. Leaders do not always gather detailed starting point information about children's needs or the support they receive elsewhere before they attend. Consequently, staff do not always have a comprehensive understanding of children's needs from the outset. This reduces how precisely they can adapt their approach to fully maximise children's participation and wellbeing.

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Leadership and governance Expected standard

Leaders have a clear understanding of the provision and consider where further improvements can be made. Throughout the day, leaders reflect with staff to identify adjustments they can make in the moment to benefit children. They have responded to the changing needs of children attending by developing sensory provision and increasing staffing, where additional support is needed. As the provision has expanded, leaders recognise that they need to refine how they gather starting point information about children, including those who face barriers, so that staff have the information they need from the outset. Leaders typically maintain effective partnerships with parents and the on-site school. They seek parents' views and use their feedback to understand their experiences of the club.

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Leadership and governance Expected standard

Leaders consider staff wellbeing and workload when organising the provision. They give managers time away from being in ratio to oversee the provision.

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Leadership and governance Expected standard

Leaders support staff to develop their knowledge and expertise. Staff receive regular training, including safeguarding, behaviour management and supporting children with additional needs. As a result, staff have a greater variety of strategies to help children manage their feelings and behaviour. Leaders also support staff to undertake further qualifications and develop their leadership skills. Staff speak positively about working at the club and value the support they receive from leaders.

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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 and their families are welcomed into the club. Children benefit from flexible attendance arrangements that reflect their individual circumstances and needs. They enjoy attending and are keen to take part in the activities on offer. They particularly enjoy energetic games, such as dodgeball, where they follow the rules, laugh together and eagerly join in. Outdoors, children have regular opportunities to be physically active and develop new skills. They learn to handle different sports equipment safely and develop their coordination and

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Inspector:

control, such as during javelin and hammer throwing. Children learn different ways to manoeuvre and control scooters.

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Inspector:

Children enjoy playing team games together. They cooperate with their teammates, encourage each other and begin to develop strategies to help their team succeed. Other games require children to balance and control beanbags while moving, developing their coordination and concentration. Children listen to instructions, understand the rules and are motivated to practise their skills. Indoors, children engage in quieter experiences, including small-world play, role play and creative activities. They use their imaginations to develop storylines in their play, such as those linked to creatures under the sea.

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Inspector:

Children are settled and content. They confidently invite others into their play and show, through their interactions, that they feel safe and secure with staff. Children benefit from staff, who recognise when they need help to regulate their emotions and adapt their approach accordingly. This helps children who face barriers to participate alongside their friends and feel that they belong. Children who need quieter experiences have opportunities to enjoy the club in ways that suit them. They explore soothing sensory experiences, such as blowing bubbles, playing with sand and spending time in the ball pool. Children benefit from space, when they need time away from the larger group, while staff remain nearby and checking on their wellbeing.

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Next steps

Leaders should strengthen how they gather starting point information about children, including those who face barriers, so that staff can understand and respond to their individual needs from the outset. Leaders should refine routines and transitions to minimise unnecessary waiting, so that children remain engaged and maximise their enjoyment of their time at the club. Leaders should develop the range of quieter indoor play experiences, so that children have greater choice and can remain fully engaged throughout the day.

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About this inspection

The inspector spoke with leaders, staff, children and considered the views of 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. Anne Dyoss

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Address:

Ridgeway Primary Academy Grange Road Burntwood WS7 4TU

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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. 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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