Progressive Sports @ St Elizabeth's

Progressive Sports @ St Elizabeth's

Unique reference number (URN): 2870121 Address: St. Elizabeths Catholic Primary School, Claremont Road, Tamworth, B79 8EN 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 routines and expectations that help children understand how to behave at the camp. Children typically respond positively to staff instructions. Transitions are calm and well organised. Staff reinforce expectations for children to line up and walk sensibly together when moving around the premises. However, staff do not consistently maintain high expectations for children who find it more difficult to follow adult instructions. This means they are not consistently supported to understand and follow the same expectations and routines as other children.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive relationships with staff and each other. They learn to take turns, cooperate and work as a team. Staff use positive strategies, including praise and rewards, to encourage children. They recognise when children become tired or over-excited and adapt routines to help them regulate their emotions.

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Behaviour, attitudes and establishing routines Expected standard

Children generally show positive attitudes to the experiences on offer. They engage enthusiastically and staff sensitively encourage those who are more reluctant to participate. Staff consider children's individual needs and circumstances, adapting their approach so that those who face barriers to participation are supported to join in alongside their peers. Leaders monitor children's attendance and follows up absences to establish the reasons why children are not attending.

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Children's welfare and wellbeing Expected standard

Leaders generally ensure that children's health and care needs are understood and supported. Staff supervise children closely while they eat and reinforce expectations for children to sit appropriately at mealtimes. Staff with paediatric first-aid training are available at mealtimes. They understand safer eating practices and check food brought from home, cutting food that may present a choking hazard where necessary. Staff implement effective arrangements for managing accidents children have. They record the treatment provided and share this information with parents and carers.

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Children's welfare and wellbeing Expected standard

Children develop an understanding of how to look after their health. Staff reinforce effective hygiene routines, including handwashing after using the toilet and before eating. As temperatures increase, staff remind children more frequently about the importance of drinking water and staying hydrated. They consider where activities take place and make greater use of shaded areas to protect children from prolonged exposure to the sun. Staff balance energetic activities with quieter periods when children become tired. However, children do not receive consistently positive messages about making healthy food choices. For example, some snacks provided are high in sugar.

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Children's welfare and wellbeing Expected standard

Children's emotional wellbeing is generally supported effectively. Staff recognise when children need quieter periods or additional reassurance and provide spaces where they can relax and regulate their emotions. They develop positive relationships with children and adapt their care so that children who face barriers to their wellbeing are supported to feel comfortable and included.

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Inclusion Expected standard

Leaders generally promote an inclusive approach. They gather information from parents and carers about children's individual needs. However, they do not always follow up the information they receive or seek further detail from other professionals, such as teachers at the schools they attend. Consequently, staff do not consistently have a comprehensive understanding of children's needs and the strategies that may help to reduce barriers from the outset.

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Inclusion Expected standard

Staff recognise that children have different personalities, levels of confidence and ways of engaging. They adapt their approach accordingly. For example, children who find verbal instructions more difficult benefit from visual demonstrations and individual support. Staff also adapt physical activities so that younger children can participate successfully alongside their peers.

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Inclusion Expected standard

Staff recognise when children need additional support with their emotional regulation and engagement. They provide quieter spaces and sensitive individual support to help children regulate and become involved in experiences alongside their peers. Leaders work with the local authority and families to support children to access funded places. This helps provide continuity for children during the school holidays and enables them to benefit from positive experiences on offer, alongside their peers.

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Leadership and governance Expected standard

Leaders generally have an accurate understanding of the quality of the provision. They reflect on what they observe and identify where practice can improve. For example, leaders have plans to increase further staff expertise in working with children in the early years. They recognise the value of staff sharing their early years knowledge and skills, particularly in planning experiences that provide younger children with a balance of energetic and quieter, purposeful activities.

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Leadership and governance Expected standard

Leaders invest in staff's professional development. Some staff are completing Level 3 early years apprenticeships and leaders plan to increase this further. Staff receive ongoing training, including how to support children's behaviour and respond calmly when children become upset or overwhelmed. Leaders consider staff wellbeing and workload. For example, they agree adjustments to professional development when workload increases. Leaders regularly visit the camp and monitor staff practice.

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Leadership and governance Expected standard

In the main, leaders work collaboratively with parents and carers and value their involvement in the camp. Parents are positive about their children's experiences and find staff helpful and approachable. However, leaders do not routinely provide parents with information about the planned activities. This means they are not fully informed about the experiences provided for their children at the camp.

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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 the camp. They take part in a varied range of experiences that combine energetic physical play with quieter, purposeful activities. For example, children listen attentively to stories and use construction materials to recreate scenes from what they have heard. They design and build houses for a rabbit character, developing their own ideas and working with friends to create models together.

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

Children develop their physical skills in purposeful ways. They practise balance and strength through yoga and learn breathing techniques that support self-regulation. They develop hand-eye coordination and catching skills as they track scarves floating through the air and try to catch them as they fall. Children enjoy higher-energy experiences outdoors, including tag football, target games and throwing and catching activities. For example, staff adapt throwing and catching games so that younger children who find these skills more difficult can join in by rolling the ball instead. Children talk enthusiastically about what they enjoy doing at the camp. Children who are more reluctant to join in receive sensitive encouragement. Children benefit from an inclusive approach helping those who face barriers to participate and feel included.

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

Children develop positive relationships with staff and each other. They are confident in approaching staff and feel safe and secure in their care. They take turns and learn to work cooperatively as a team, such as during parachute games where they work together towards a shared goal. Children typically understand what is expected of them. They benefit from calm, well-organised transitions and advance warnings when activities are coming to an end. Children understand what is happening next and move calmly and confidently between experiences.

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

Staff use drop-off and collection times to exchange some information with parents and carers about children. Parents are generally positive about the camp and say that their children enjoy attending. Attendance is monitored and followed up, particularly for funded children.

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Next steps

Leaders should strengthen communication with parents to establish a comprehensive understanding of children's individual needs and ensure that parents are fully informed about the experiences planned for their children. Leaders should ensure that staff maintain consistently high expectations for all children's behaviour so that every child fully understand and follow the expectations and routines of the camp. Leaders should ensure that children receive consistent messages about making healthy food choices to further support their understanding of healthy lifestyles.

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About this inspection

The inspector spoke with leaders, staff, children, 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:

St. Elizabeths Catholic Primary School Claremont Road Tamworth B79 8EN

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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.

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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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