Progressive Sports @ Hob Hill

Progressive Sports @ Hob Hill

Unique reference number (URN): 2870122 Address: Hob Hill C Of E & Methodist Primary School, Armitage Lane, Brereton, Rugeley, WS15 1ED 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 typically establish clear expectations for children's behaviour and the routines of the camp. Staff reinforce these expectations through praise, encouragement and positive relationships. They remind children about expectations during everyday routines, such as sitting appropriately while eating and listening to instructions before activities. This contributes to a calm atmosphere, where children understand what is expected of them.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote positive relationships between staff and children. Staff engage children in friendly conversations and join in with their activities. They consider children's ages, individual needs and circumstances, when supporting behaviour. Staff provide additional reassurance and adapt their approach for children who face barriers to their wellbeing. Children generally cooperate with others, share equipment and participate alongside their peers. However, leaders do not always plan and organise daily routines and transitions precisely enough to reflect the age and needs of younger children. During arrival and transitions between activities, some children spend periods waiting or are less purposefully engaged. Consequently, opportunities to sustain children's engagement throughout the day are not consistently maximised.

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Behaviour, attitudes and establishing routines Expected standard

Leaders monitor children's attendance and maintain communication with families. This enables them to identify patterns of absence and liaise with families, where further information or support may be needed.

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Inclusion Expected standard

Leaders typically consider how they can reduce barriers that children may face. There are some discussions with parents about children's individual needs before they attend the camp. Leaders understand the importance of working with families, schools and local authorities to support children.

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Inclusion Expected standard

Leaders work with families and others to understand how children can be included fully in the camp. For children with special educational needs and/or disabilities, they consider individual needs and put specific risk assessments in place when needed. Through this process, leaders consider how they can adapt the environment, equipment and activities so that they are accessible and safe. This enables children to participate alongside their peers and access the experiences available at the camp.

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Inclusion Expected standard

Leaders also consider children who face other barriers to their wellbeing, including those who may be anxious about attending. They use information about children's interests and familiar experiences to help staff consider approaches that may support them. Leaders work with the local authority and families to support children accessing funded holiday places. These arrangements help to children to access the activities and experiences available at the camp during the school holidays.

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Children's welfare and wellbeing Needs attention

Leaders have not ensured that the procedures for managing and administering medication are implemented effectively. Although staff receive training, medication is accepted without sufficient information to confirm that it has been prescribed for the child. Records relating to the administration of medication are not always completed accurately. This means that arrangements do not consistently assure children's health and welfare. Medication is, however, stored securely.

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Children's welfare and wellbeing Needs attention

Other aspects of children's care are typically appropriate. Staff supervise children while they eat and reinforce safe eating practices. They check food brought from home and take appropriate action, when they identify potential hazards, such as cutting whole grapes. Staff record accidents and share relevant information with parents and carers.

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Children's welfare and wellbeing Needs attention

Staff are attentive to children's emotional wellbeing. They notice when children need reassurance and respond sensitively, helping them to feel secure and settle into the camp. The positive relationships staff create mean children are comfortable approaching them for help. Staff consider the welfare of children, who face barriers to their wellbeing. They make adaptations to activities and the environment, where appropriate, so that children can participate safely alongside their peers.

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Leadership and governance Needs attention

Leaders have not established sufficiently effective arrangements to monitor staff practice and the implementation of agreed policies and procedures. Their oversight does not identify all aspects of practice that require improvement or provide sufficient assurance that required procedures are being followed. Consequently, weaknesses in practice are not always identified and addressed.

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Leadership and governance Needs attention

Leaders reflect on the provision and take action to make improvements. For example, while building work is taking place at the school, they have adapted the arrival arrangements and use of the car park to support children's safety at drop off.

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Leadership and governance Needs attention

Leaders provide staff with regular opportunities to develop their knowledge and expertise. Meetings and training before and after camps help staff reflect on their practice and prepare for their roles. Leaders currently have an increased focus on developing staff knowledge of early years practice so that they have an even better understanding of the needs of younger children. Several staff are working towards higher qualifications, which enables them to extend their knowledge and expertise. Leaders also consider staff workload and wellbeing. They provide ongoing support and make appropriate adjustments, when staff members' personal circumstances affect their work or professional development.

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Leadership and governance Needs attention

Leaders seek the views of parents and carers through questionnaires. Staff also make use of drop off and collection times to encourage discussions with families about their children. This provides opportunities for families to share information about their children's experiences and individual circumstances.

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Compulsory Childcare Register requirements

This setting has not 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 not 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's welfare is not consistently assured because the arrangements for managing medication are not sufficiently effective. However, this weakness is not having a significant impact on children's day-to-day safety or their enjoyment of the provision.

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

Children are settled and comfortable at the camp. They form positive relationships with staff, who are friendly and attentive towards them. Children confidently approach staff, chat with them and involve them in their play. They enjoy spending time with their friends and siblings. Children cooperate well during activities, such as when playing badminton together or taking part in team games. During a version of ice hockey, children work together in pairs and enjoy plenty of laughter and friendly competition. They understand the expectations for their behaviour and respond positively to staff. Children benefit from positive relationships between staff and their families.

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

Children mostly enjoy the activities provided. They enthusiastically take part in sports and physical games and benefit from a calm and relaxed atmosphere. Children who face barriers to their wellbeing are included and supported to participate. Staff make adjustments when children need reassurance or additional help to settle. For example, they provide familiar activities and sensitive reassurance to help children who arrive feeling anxious to become comfortable and join their peers.

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

Children are supported to understand the importance of regular exercise and making healthy choices. They enthusiastically take part in the daily mile, with staff offering plenty of encouragement as children complete each lap. Children enjoy receiving stickers in recognition of their efforts and achievements. Staff remind children about the importance of staying hydrated and reinforce hygiene routines, such as washing their hands before eating.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure that effective policies and procedures are implemented for managing and administering medication so that children's health, safety and welfare are assured 29/09/2026

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Action Completion Date

improve the monitoring of staff practice to identify and address weaknesses promptly and ensure effective practice across the provision 29/09/2026

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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:

Hob Hill C Of E & Methodist Primary School Armitage Lane, Brereton Rugeley WS15 1ED

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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