Future Stars Coaching at Bournville

Future Stars Coaching at Bournville

Unique reference number (URN): 2851385 Address: Bournville Primary School, Selworthy Road, WESTON-SUPER-MARE, BS23 3ST Type: Childcare on non-domestic premises Registered with Ofsted: 02/07/2025 Registers: EYR, CCR, VCR Registered person: Future Stars Coaching 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 Expected standard

Leaders work closely with the local authority and their staff team to monitor children's absences and support their attendance. They help children and families benefit from what the club has to offer them.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff support all children's behaviour very well. Leaders particularly set out very clear explanations to the children, who show considerable respect for them, listening and following instructions. Leaders and staff ensure children are very well informed throughout the session, understanding what is coming next and any changes to routines, to reduce any frustration. This helps children feel valued and fosters mutual respect. It instils confidence in children and helps them relax and enjoy their day.

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Behaviour, attitudes and establishing routines Expected standard

Staff form beneficial close relationships with children. They also help them form friendships with other children, 'buddying up' older children with the youngest to help build children's confidence and their willingness have a go. Staff generally encourage children's positive attitudes and their involvement in activities and help them enjoy their time at the club.

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Children's welfare and wellbeing Expected standard

Staff develop close relationships with children and interact well with them to build their confidence at the club. Generally, staff are attentive to children's needs. They support children's emotional wellbeing, picking up on times when children need reassurance or are upset. They help them manage their feelings, quickly and effectively supporting any frustrations. Staff are generally quick to support children's care needs, ensuring children are comfortable and happy. They remind young children to keep hydrated and make sure children have some snack to recharge their energy levels.

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Children's welfare and wellbeing Expected standard

Leaders and staff observe and support children closely to ensure their safety and physical wellbeing. Coaches give children very clear instructions during sports sessions. They provide age-appropriate and thorough explanations to help children learn about boundaries in place for theirs and other's safety. They inspire children to challenge their skills in a safe way in the gymnastics session, for example.

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Children's welfare and wellbeing Expected standard

Overall, leaders and staff support children's healthy lifestyles well, offering children fresh fruit and lots of physical activity for them to enjoy being active and form healthy habits. They involve children in various aspects of club life, encouraging them to tidy away the toys and help clean the tables ready for snack. Children learn to follow hygiene procedures and choose healthy options, such as drinking water.

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Inclusion Expected standard

Leaders focus on providing an inclusive environment where all children, regardless of their background and individual needs, can be included at the club. Inclusive choices are at the forefront of leaders' minds, and, generally, they ensure that staff work in this way too. They make sure the youngest children and those with special educational needs and/or disabilities (SEND) have equal opportunities to be heard and valued. Leaders beneficially provide many local authority funded places to families in need in the area, helping children attend that would otherwise not be able to benefit from such experiences in the school holidays. They implement funding wisely and provide enriching activities with a variety of sports and visiting professionals to broaden children's experiences and develop their confidence.

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Inclusion Expected standard

Leaders gain information from parents of children with known barriers to their attendance and those with SEND, to help them provide a consistent approach in the support children receive. However, leaders do not gain comprehensive information on all children's needs, to help them consistently support any challenges and barriers to children's involvement in club sessions.

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Leadership and governance Expected standard

Leaders have worked closely with the local council to beneficially increase the number of places available at this popular club, offering valuable activities and experiences to the children in this community. Staff show genuine care and interest in the children. Many staff also work at the school and relish the opportunities they can provide to children in the area.

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Leadership and governance Expected standard

The extended leadership team work together to observe and reflect on practice. They support staff wellbeing, providing help and guidance for their roles, in regular discussions and meetings. Leaders offer some support for staff practice, sharing their observations, ideas and outlined aims for improvement. At times, they lead staff well, offering tips for the success of activities and modelling high-quality interactions with children. However, leaders do not consistently develop staff's ability to reflect on and adapt their own practice readily, and ensure children receive consistently high levels of support at the club. At times, staff do not always consider ways they could support children further.

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Leadership and governance Expected standard

Leaders and staff have effective links with the host school and know the local area well. They follow some school practices which helps gives some consistency to children and reinforces their existing understanding of behaviour expectations. Leaders generally do well to form partnerships with parents and help support children's access to the club. They support children's known additional needs, helping children attend and benefit from the opportunities here. Leaders provide information to parents on the activities available each day but not as much on individual children's engagement with these. This means parents do not always get a clear picture of children's time at the club.

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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 enjoy their time at this friendly club. They are suitably involved in club life. They follow routines well, thriving on the clear support and explanations leaders offer them. Children enjoy the beneficial structure to their day with regular focused activities, breaks and times to play freely. Children develop favourite activities and appreciate the different areas and resources they can explore. Children generally join in well with activities. They work on tasks together, such as building mountains in the large school sand pit and stay focused on their shared goal for considerable periods. Some play football and others undertake quieter

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About this setting

Unique reference number (URN): 2851385 activities, such as completing puzzles or playing imaginatively with their friends. Children also develop their confidence in new situations and take on challenges. They try out new movements in gymnastics sessions in the school hall, listening well to the clear safety explanations and following these carefully. They explore new ideas and materials and try out different techniques in craft activities. They proudly show staff and the other children with their creations and achievements.

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About this setting

Children build their social skills as they make friends and interact with different ages of children. They form close bonds with staff which helps develop their confidence and sense of belonging, this includes children who need extra support on arrival to settle in and join the group. They enjoy the support of older children acting as their 'buddy' and this instils more confidence in them. They ask for things they want or need and speak well in smaller groups, putting forward their view or ideas. Children enjoy the social snack time. They benefit from leaders' quick adaptations on a rainy day and join their key staff and older 'buddies' in the side room for a quieter snack time.

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Next steps

Leaders should develop partnerships with parents further, increasing the sharing of information to help provide a more concerted and consistent approach to supporting all children. Leaders should develop their assessment and support of staff practice, ensuring this is consistently and effectively supporting children's needs throughout their time at the club.

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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:

Bournville Primary School Selworthy Road WESTON-SUPER-MARE BS23 3ST

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Future Stars Coaching Ltd

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Address:

Operating hours: Monday,Tuesday,Thursday,Friday : 09:00 - 15:30

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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

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

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