Ace Sports Midlands: Old Basford School - Holiday Club

Holiday Club

Unique reference number (URN): 2828285 Address: Old Basford Primary & Nursery School, Percy Street, Nottingham, NG6 0GF Type: Childcare on non-domestic premises Registered with Ofsted: 04/03/2025 Registers: EYR, CCR, VCR Registered person: Ace Sports Midlands 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

Leaders have created a highly positive culture, where children feel secure, valued and confident in understanding what is expected of them. The club's 'SPORTS' values are woven naturally through the day, giving children a secure sense of how to work together, support one another and contribute to the club community. Routines are well established and predictable. They provide children with the confidence to know what is happening next.

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Behaviour, attitudes and establishing routines Strong standard

Children form warm and trusting relationships with adults and readily seek them out for support, reassurance and encouragement. Staff know children exceptionally well and celebrate their successes, including small steps in confidence, independence and positive behaviour. Children respond enthusiastically to this encouragement and are proud when they make good choices.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate highly positive attitudes towards their experiences. They eagerly join activities, share ideas, cooperate with others and persevere when challenges arise. Team games provide opportunities for children to listen, negotiate and work towards shared goals, while children increasingly take responsibility for routines, such as tidying resources and caring for their environment.

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Behaviour, attitudes and establishing routines Strong standard

Attendance and punctuality is exceptionally positive. Many families access the provision through the Holidays, Activities and Food funding. Leaders listen carefully to families and have adapted session times to provide greater flexibility, helping children access the club consistently.

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Behaviour, attitudes and establishing routines Strong standard

Inclusive approaches are integral to the club's approach. Leaders understand that children have different needs and adapt routines and communication so everyone can participate confidently. Visual routines, advance warnings, clear explanations, quieter activities and reassurance help children manage transitions and regulate their emotions. Children are highly supported and enabled to succeed. Children are enthusiastic, cooperative and respectful. They enjoy being part of the club, demonstrate a secure sense of belonging and increasingly manage their behaviour and relationships with confidence and independence.

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Children's welfare and wellbeing Strong standard

Leaders place children's welfare and wellbeing at the heart of the club. They have created a highly nurturing environment, where children feel safe, secure and confident to seek help. Staff know children exceptionally well and use information from families and schools to understand their individual needs, interests and circumstances, ensuring care is personalised and responsive.

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Children's welfare and wellbeing Strong standard

Children develop warm, trusting relationships with adults, who are attentive to their emotional and physical needs. Staff listen carefully, provide reassurance and celebrate achievements, helping children develop confidence and emotional security. Children know who their trusted adults are and confidently approach them when they need help or want to talk about their feelings.

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Children's welfare and wellbeing Strong standard

Leaders recognise that children need different experiences to support their wellbeing throughout the day. Children enjoy a thoughtful balance of active play, social experiences, creative activities and quieter opportunities. They can access calm activities or space when they need time away from the larger group and return when ready. This supports children to manage their emotions and remain engaged.

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Children's welfare and wellbeing Strong standard

Children's physical welfare is consistently promoted. Staff maintain effective supervision and complete regular head counts. Children understand safe routines and how to keep themselves and others safe. Healthy habits, including handwashing, drinking water and healthy food choices, are embedded throughout the day. Snack times are calm and well supervised, supporting social interaction and independence. Leaders carefully consider individual circumstances and adapt provision accordingly.

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Children's welfare and wellbeing Strong standard

Children are settled, happy and emotionally secure. They confidently seek support, make choices and increasingly recognise what they need to feel safe and well. The unwavering focus on welfare and wellbeing enables every child to participate, build resilience and thrive.

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Inclusion Strong standard

Leaders have established a deeply embedded culture of inclusion, where children's individual needs are understood and barriers to participation are actively reduced. Before children start, staff gather information from parents, schools and other professionals to understand children's strengths, needs, interests and circumstances. This informs appropriate adaptations from the outset and is reviewed as children's needs change.

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Inclusion Strong standard

Leaders have a secure understanding of supporting children with special educational needs and/or disabilities. They continually reflect on their provision, assess potential barriers and plan thoughtful adaptations so children can participate fully alongside their peers. Visual timetables, visual cues, clear communication and advance warnings help children understand routines and manage transitions confidently. Leaders recognise that children may need different support in a holiday club environment and carefully consider when additional adult support is necessary, promoting independence wherever possible. Leaders are attentive to children, who may face barriers to their learning, participation or emotional wellbeing. Staff know children exceptionally well and adapt routines, activities, communication and the environment to help children feel secure and included. Children can access quieter activities, reassurance and time away from larger groups when needed.

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Inclusion Strong standard

Leaders work closely with families, schools and external professionals to understand children's circumstances and maintain appropriate consistency in support. They consider how funding, such as the Holidays, Activities and Food funding and additional resources can remove barriers and enhance participation. Their inclusive approach ensures disadvantaged, vulnerable and unfamiliar children are welcomed, supported and able to participate fully.

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Inclusion Strong standard

Leaders' strong knowledge of individual children, responsive practice and commitment to removing barriers make this a highly inclusive club that values every child. Children are enabled to build confidence, develop independence, form relationships and experience success alongside their peers.

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Leadership and governance Strong standard

Leaders have a clear vision for a safe, inclusive and enjoyable holiday club, where every child feels valued, welcomed and able to participate fully. This vision is evident in the highly nurturing culture created across the provision. Leaders know the children exceptionally well and understand that children may have different needs in a holiday club environment. They use information from families, schools and professionals to ensure appropriate support and adaptations are in place from the outset.

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Leadership and governance Strong standard

Leaders provide clear expectations for staff and use the club's 'SPORTS' values to establish a consistent culture. Regular team meetings provide opportunities to share information about children, reinforce expectations and maintain consistency. Leaders ensure staff understand their responsibilities for safeguarding, inclusion and children's wellbeing and respond thoughtfully when children's needs change.

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Leadership and governance Strong standard

Leaders place strong emphasis on positive relationships with families. They gather information about children before they attend and maintain communication throughout their time at the club. Parents value the straightforward booking system, clear arrival information and useful feedback at the end of the day. Leaders actively listen to parent feedback and have adapted session times to provide greater flexibility for families to access the Holidays, Activities and Food funding. They recognise that there are greater opportunities to work with the local authority to support wider access to holiday provision.

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Leadership and governance Strong standard

Leaders' commitment to inclusion is embedded in everyday practice. They create an environment where children are encouraged to participate, develop independence and experience success. Their strong knowledge of individual children and responsive leadership ensure that children feel secure, valued and able to thrive.

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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 feel safe, valued and demonstrate a secure sense of belonging at this highly nurturing and inclusive holiday club. Staff greet children warmly, speak with parents and help them settle quickly into the well-organised routine. Children confidently put away their belongings and choose activities that interest them. The consistent welcome and morning briefing provide clear structure, helping children understand what will happen and how to be successful, while still giving them meaningful choice and independence. Children embrace the club's 'SPORTS' values of sharing, perseverance, one voice, respect, teamwork and speak up. Adults bring these values to life, helping children understand how to listen to others, work together, show respect and speak to a trusted adult when they need help. Children confidently contribute to this respectful and inclusive culture and increasingly take responsibility for their behaviour and environment.

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What it's like to be a child at this setting

Children develop strong social skills through purposeful opportunities to communicate, cooperate and solve problems together. During team activities, they enthusiastically share ideas, listen to one another and negotiate to achieve shared goals. For example, children worked together to create letters using their bodies, joining together as a snake to form an 'S'. Adults provide encouragement without taking over, enabling children to develop confidence, independence and a genuine sense of achievement. Tidy-up time further develops collaboration and responsibility.

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What it's like to be a child at this setting

Children thrive through a rich range of experiences that reflect their interests, abilities and energy levels. They eagerly participate in creative activities, team games, physical challenges and outdoor play, while quieter activities and spaces are available when they need a change of pace. Parents and carers report that children regularly return home talking enthusiastically about their experiences and proudly sharing crafts and creations they have made.

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What it's like to be a child at this setting

Children with special educational needs and/or disabilities are fully included. Staff know children exceptionally well and use information from families and schools to remove barriers to participation. Individual adaptations, including visual timetables, visual cues, clear communication and advance warnings, help children understand routines and manage transitions confidently. Children who require significant support in school can flourish with greater independence because adults combine clear boundaries with freedom to make choices.

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What it's like to be a child at this setting

Children confidently express themselves, form strong and respectful relationships and take increasing responsibility for their behaviour and environment. They take genuine pride in their achievements because adults listen to their views, value their individuality and celebrate their successes. The highly nurturing and celebratory culture ensures children feel secure, empowered and confident to make the most of every opportunity.

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Next steps

Leaders should further strengthen engagement with the local authority so that more children and families can access the provision and benefit from its transformational impact.

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About this inspection

The inspector spoke with leaders, staff, parents and children during the inspection.

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Address:

Old Basford Primary & Nursery School Percy Street Nottingham NG6 0GF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Ace Sports Midlands LTD

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 16:00

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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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4 to 12

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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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

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

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