Super Sports Birmingham

Super Sports Birmingham

Unique reference number (URN): 2846284 Address: The Blue Coat School, Metchley Lane, Birmingham, B17 0HR Type: Childcare on non-domestic premises Registered with Ofsted: 30/06/2025 Registers: EYR, CCR, VCR Registered person: Super Sports Camps 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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Children's welfare and wellbeing Strong standard

Children's welfare and well-being are given high priority. Staff establish warm and trusting relationships with children and know them well. Information gathered from parents and, where appropriate, schools enables staff to understand children's individual needs before they attend and provide responsive support throughout their time at the club.

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Children's welfare and wellbeing Strong standard

Children show that they feel secure. They confidently identify adults they can approach for help and say that staff listen to them and look after them if they are hurt or unwell. Staff supervise children carefully, undertake regular head counts and understand individual medical, allergy and support requirements. Children benefit from extensive opportunities to be physically active and spend time outdoors. Staff routinely encourage them to drink water and help them understand why hydration is important during exercise. Children increasingly manage their own belongings and follow established routines independently.

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Children's welfare and wellbeing Strong standard

Children's views and feedback from parents demonstrate the impact of this approach. Children describe themselves as safe and happy and show confidence in seeking help. Parents consistently describe staff as caring and approachable and report that their children are happy and keen to return.

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Inclusion Strong standard

Leaders have established effective systems to understand children's individual circumstances and identify potential barriers before they attend. Information gathered from parents and, where appropriate, schools is used to plan support from the outset. Leaders and staff recognise that children may require additional help whether or not they have a formal diagnosis. Staff receive relevant information through briefings and individual support plans. This helps them to understand children's needs and respond appropriately. Activities, group sizes, environments and levels of adult support are adapted so that children with differing needs and abilities can participate alongside their peers. Staff also consider children who may need additional support with communication, confidence or social interaction.

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Inclusion Strong standard

Leaders maintain close communication with families and monitor children's engagement and participation to evaluate whether support is effective. This enables arrangements to be adjusted when necessary. Consequently, children who face barriers are welcomed into the club, participate fully and benefit from the same range of experiences as their peers.

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Leadership and governance Strong standard

Leaders have established clear expectations and lines of accountability across the provision. They maintain effective oversight of safeguarding, recruitment, staffing and the quality of children's experiences. Regular observations, communication with managers and staff, and quality assurance processes give leaders an accurate understanding of practice and enable them to respond when improvements are needed.

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Expected standard

Leaders use feedback from children, parents and staff to inform their evaluation of the provision. They have identified staff retention as a continuing priority, reflecting the seasonal nature of the workforce, and have strengthened supervision and feedback arrangements. Staff receive regular training, coaching and guidance and speak positively about the support available to them.

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Expected standard

Leaders plan effectively to maintain continuity when staffing changes occur. They have recruited a suitably experienced member of staff with early years and expertise in supporting children with special educational needs and/or disabilities to ensure continuity within the team.

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Expected standard

Partnerships with parents and the host school contribute effectively to children's experiences. Leaders keep children's safety, inclusion and enjoyment central to their decision-making. They identify aspects of practice that can be improved and take appropriate action. This is evident in their recognition that lunchtime and transition arrangements require further refinement to achieve the consistency evident in other aspects of the provision.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and respond positively to staff. They understand the club's expectations, listen to instructions and cooperate with others during team games and other activities. Positive relationships with staff help children to feel secure, while clear boundaries and supportive reminders help them understand how to behave safely and respectfully.

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Behaviour, attitudes and establishing routines Expected standard

Children approach activities enthusiastically. They participate willingly, work with others and persevere as they develop new physical skills. Team activities contribute to children's sense of belonging and encourage them to cooperate with children from different schools and backgrounds.

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Behaviour, attitudes and establishing routines Expected standard

Most routines are well established and help children understand what happens throughout their day. However, transitions between some activities and arrangements at lunchtime are not as consistently effective. Children sometimes spend too long waiting and staff deployment and oversight become less focused than during planned activities. This interrupts children's otherwise positive engagement and means that routines are not consistently effective throughout the session. Leaders recognise that this is limited to specific parts of the day and have identified it as a priority for improvement. They have plans to review and strengthen routines to ensure a more consistent and positive experience for all children throughout the session.

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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 enthusiastic about attending this holiday club. They describe it as 'really fun' and enjoy a wide range of sports, physical activities, creative experiences and opportunities to play. Children confidently try new activities and develop physical skills through experiences such as football, gymnastics, rugby and netball. They learn to work as part of a team, persevere when developing new skills and become increasingly confident and independent.

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About this setting

Unique reference number (URN): 2846284 Children feel that they belong. Team activities help them to form friendships and work alongside children from different schools and backgrounds. Staff know children well and take time to understand their personalities, interests and individual needs. Children who need additional help are supported to participate alongside their peers. Children confidently identify adults they trust and say that staff listen to them and help them when they are worried, hurt or need support.

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About this setting

Children behave well and understand the expectations of the club. They cooperate with one another, listen to staff and generally move safely between activities. They learn about looking after their health through frequent physical activity, outdoor play and regular reminders to drink water. Children know that they can access their water bottles when they are thirsty.

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About this setting

Children develop confidence, resilience, teamwork and physical skills during their time at the club. Parents are very positive about their children's experiences. They say that their children are safe, happy and are keen to attend the club.

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Next steps

Leaders should strengthen lunchtime and transition arrangements so that children spend less time waiting and benefit from consistently effective staff deployment, supervision and engagement throughout the session.

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About this inspection

The inspector spoke with leaders, staff and children, and took account of 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.

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Address:

The Blue Coat School Metchley Lane Birmingham B17 0HR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Super Sports Camps Ltd

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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

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

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