High 5 Old Priory

High 5 Old Priory

Unique reference number (URN): 2844231 Address: Old Priory Junior School, Ridgeway, Plymouth, PL7 1QN Type: Childcare on non-domestic premises Registered with Ofsted: 12/06/2025 Registers: EYR, CCR, VCR Registered person: Sports Coaches South West 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 reinforce the importance of attendance with families, making prompt contact if children are not attending as expected. Practitioners reinforce the importance of treating each other with kindness. They give children explicit praise and 'best buddy' awards, which motivate children. As a result, children are polite, kind and encouraging to each other. They play games and take part in shared activities collaboratively. Children enjoy friendly competition, cheer each other on and celebrate their own and each other's successes with enthusiasm. Leaders and practitioners generally share their expectations for positive behaviour and attitudes with children.

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Behaviour, attitudes and establishing routines Expected standard

Practitioners help children to focus their attention on what matters. They support children to listen carefully to safety briefings, focus on coaching techniques and apply newly learned skills. Practitioners typically make appropriate adaptations to support children's participation and enjoyment, while maintaining high expectations that reflect children's stages of development. For younger children or those who face barriers to their learning, practitioners model skills repeatedly, coach techniques more gradually and adjust the level of the activity. This enables children to successfully participate with exciting resources, such as mini golf and inflatable football pool. As a result, children receive support to overcome barriers, participate confidently and have fun.

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Children's welfare and wellbeing Expected standard

The holiday club provides a safe and welcoming environment where children feel secure and are supported to join in. Practitioners regularly check children's wellbeing using a simple double-thumbs-up or -down communication, which children engage confidently in. This is particularly valuable for children who are new to the club and may be less confident in expressing how they feel. Children, including those with special educational needs and/or disabilities, are confident to ask practitioners for help. They develop positive relationships with practitioners and their peers, building new friendships. Children demonstrate their enjoyment of the activities on offer. They participate with excitement and enthusiasm and have fun with their friends.

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Children's welfare and wellbeing Expected standard

Leaders and practitioners consistently promote physical activity and adventure. They provide screen-free experiences which help children to develop positive attitudes towards physical activity and lay the foundations for a healthy lifestyle. The daily routine is well structured and familiar to children who attend more frequently. At mealtimes, children receive encouragement to have positive table manners and social skills. Although practitioners are proactive in their approach to building relationships with children to promote their wellbeing, typically they do not have a consistent knowledge of the children attending and their varying needs from the start. This creates a trial-and-error approach to support as practitioners get to know the children more.

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Inclusion Expected standard

Leaders and practitioners share high expectations for all children. Practitioners ensure that all children, including those with special educational needs and disabilities (SEND), those known to social care and those facing additional barriers to learning and wellbeing, receive support to participate and enjoy the wide range of activities provided.

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Inclusion Expected standard

Practitioners skilfully build positive relationships with all children, including those who attend the holiday club infrequently or as a one-off. They prioritise getting to know children's likes and dislikes and the best approaches to motivate and engage them. Practitioners take a graduated approach to reduce barriers to children's participation. They share the intentions for activities with a wider group of children before identifying children who need smaller, more manageable tasks. This supports children's attention and participation in the overall activity.

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Inclusion Expected standard

By consistently observing children's wellbeing, practitioners quickly notice the signs of children becoming overwhelmed or disengaged. They respond sensitively, providing breaks for individual children who benefit from a change of focus and an opportunity to regulate before transitioning back into the group. Although practitioners are skilful in supporting children with SEND, they have not strengthened their information-sharing with parents and external professionals when children join the setting. This does not consistently support leaders and practitioners to have a more secure understanding of children's needs and a clearer plan of support from their start.

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Leadership and governance Expected standard

Leaders understand the setting's context. They provide an inclusive holiday club for children and families with a clear vision to provide screen-free adventures and activities. Leaders work positively with partners in the local community to extend the club's offer. They offer funded programmes to provide free holiday activities and nutritious meals to children during school breaks. This provides eligible children with additional opportunities to be active, develop new skills and enjoy nutritious food in their school holidays.

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Leadership and governance Expected standard

Leaders build relationships with families, who return to the setting in the school holidays throughout the year. They communicate with parents and carers to share information about the planned weeks of activities and provide daily feedback. This ensures that children gain the most from the opportunities available. Leaders manage resources effectively, organising weekly changeovers of large inflatable and sports equipment. They share dynamic risk assessments with site leaders. As a result, children have access to a varied, engaging and highly active program.

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Leadership and governance Expected standard

Practitioners feel valued and share their enjoyment and pride in their role and the company they work for. Although leaders provide enrolment training at the start of employment, fulfilling statutory requirements, there is no precise ongoing professional learning programme for practitioners. Learning opportunities are not regular and relevant enough for practitioners to extend their knowledge, specifically in respect of the children attending and the adaptive approaches required to meet their needs.

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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 the wide range of sports, art and adventure activities and exciting opportunities on offer in the club. They are keen to participate and show a willingness to try new experiences. Children talk confidently about previous activities and recall their favourites. Children develop positive relationships with practitioners quickly. Practitioners use a friendly and high-energy approach. They take time to get to know children, showing an interest in each child's life away from the club. This helps children to feel valued and confident talking with staff and their peers. All children, including those with special

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Inspector:

Sophia Rose educational needs and/or disabilities and those from disadvantaged backgrounds, receive support to participate and build confidence and independence skills. Practitioners skilfully adapt their interactions and practice to help these children to participate fully.

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Inspector:

Children demonstrate that they feel safe in the way that they play and interact with peers. They seek guidance and support from practitioners when they need it. Children follow and understand safety rules well. Younger children seek reassurance from practitioners to support their wellbeing.

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Inspector:

Children receive encouragement to be kind and considerate towards each other. Practitioners give children praise explicitly for kind actions. Children demonstrate kindness in everyday interactions. For example, they support their peers to join in, motivate each other and celebrate successes as a team. Children enjoy engaging in healthy competition. They show respect for each other, their peers and practitioners. As a result, children experience an inclusive environment, where they build confidence to try and succeed in new skills and tasks. They build confidence through taking part in group and individual opportunities and building positive relationships with new people.

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Next steps

Leaders should strengthen their registration process to identify children's special educational needs, implementing advice from children's education, health and care plans or external partners involved in their care and education, to create a secure understanding of children's needs. Leaders should provide appropriate professional learning opportunities for practitioners to equip them to carry out their roles when supporting the needs of disadvantaged children and those with special educational needs and/or disabilities.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, children, and parents and carers 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:

Old Priory Junior School Ridgeway Plymouth PL7 1QN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Sports Coaches South West Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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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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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