Progressive Sports @ Richard Crosse

Progressive Sports @ Richard Crosse

Unique reference number (URN): 2815506 Address: The Small Schools Academy Trust, Richard Crosse C E Primary School, Lichfield Road, Kings Bromley, Burton-on-trent, DE13 7JE Type: Childcare on non-domestic premises Registered with Ofsted: 10/10/2024 Registers: EYR, CCR, VCR Registered person: Progressive Sports Limited

p.1

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.

p.2

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

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.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders establish clear expectations for children's behaviour. Children know the club's rules and boundaries and generally respond positively to these. Staff use familiar communication strategies, including a sign to stop and listen and call-and-response prompts, to gain children's attention. Children recognise these cues and respond readily. Staff reinforce positive behaviour through praise and rewards. They recognise children's kindness towards their friends and use familiar rewards, such as stickers, to celebrate this. Staff remind children of expectations when needed. Children behave well and contribute to a calm and respectful atmosphere.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff build positive relationships with children and know the individual approaches that help them to manage their behaviour. They recognise that some children need additional support with transitions or regulation, and use agreed strategies to help them participate successfully. This inclusive approach helps children who face barriers to feel secure alongside their peers.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes towards activities that capture their interests. They sustain their concentration during creative and imaginative play and confidently make choices about how to spend their time. However, leaders' monitoring arrangements have not identified that routines at the start of the session do not always help children to understand what to expect or motivate them to become fully involved in play. As a result, children's engagement at the start of the session is not maximised.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders promote regular attendance. They follow up when expected children do not arrive and liaise with the school to establish their whereabouts.

p.2

Children's welfare and wellbeing Expected standard

Leaders typically establish effective arrangements that support children's health, safety and wellbeing. Staff supervise children well and maintain a safe and secure environment. They understand children's individual medical and dietary needs. Staff generally recognise when individual children need additional support to regulate their emotions and provide spaces and strategies that help them to feel calm and secure. This helps children who face barriers to their wellbeing to participate safely and comfortably alongside their peers. Staff know about children's allergies and make appropriate adjustments so that all children can safely access the food provided. Staff follow appropriate hygiene routines and supervise children while they eat. They also understand how to prepare food safely to reduce the risk of choking.

p.3

Children's welfare and wellbeing Expected standard

Staff typically support children to develop healthy habits. They remind children to wash their hands before eating and to take drinking water with them when they go outdoors. Children have opportunities to be physically active and participate in a range of sports and games.

p.3

Children's welfare and wellbeing Expected standard

However, planning for outdoor play does not currently reflect a sufficiently wide range of children's interests. As a result, some children are not motivated to routinely access the outdoor experiences available. Consequently, opportunities for all children to benefit from outdoor play and physical activity are not fully maximised.

p.3

Inclusion Expected standard

Leaders place an importance on understanding children's individual needs and the barriers that may affect their participation and wellbeing. They gather detailed information from parents and carers when children start, and continue to build on this knowledge as children attend. Parents receive detailed feedback when they collect their children. This provides regular opportunities for a 2-way exchange of information about children's experiences, interests and changing needs.

p.3

Inclusion Expected standard

Partnership working with the school further strengthens staff's understanding of individual children. Staff communicate with teachers to understand children's needs and the strategies that work well for them. For children with special educational needs and/or disabilities, staff use individual planning to identify approaches that help them to participate and feel secure. For example, staff recognise when children benefit from a quiet regulation space, sensory resources, opportunities to talk or physical activity. Staff use their knowledge of children to respond to these needs as they arise. They consider children's individual interests and preferences when deciding how best to support them. This helps children who may find transitions or changes to routine more difficult to feel that they belong and can participate alongside their peers.

p.3

Inclusion Expected standard

Leaders understand the purpose of additional funding and how this can be used to reduce barriers and enable children to participate fully in the club. Leaders work with other professionals to support children who are known to children's social care and share relevant information to help meet their individual needs.

p.3

Leadership and governance Expected standard

Leaders understand the strengths of the club and where further development is needed. They have focused on refining their systems and ways of working to achieve greater consistency in practice. Leaders organise staffing arrangements so that staff can manage their workload and prioritise the club's daily routines. Staff are deployed to maintain appropriate supervision, meet children's care needs and support the activities provided.

p.4

Leadership and governance Expected standard

Leaders are committed to developing staff knowledge and expertise. Staff access ongoing training and are supported to undertake apprenticeships and further qualifications. Leaders model effective practice and provide feedback to develop staff's interactions with children. However, their monitoring is not yet sharp enough to identify where staff practice and routines can be further refined to maximise children's engagement and motivation in play.

p.4

Leadership and governance Expected standard

Leaders establish positive partnerships with parents and carers, the school and the local authority. Regular communication with parents and school staff helps them to share relevant information and understand children's individual needs. Leaders also draw on support and guidance from the local authority when needed. These partnerships help leaders to provide coordinated support for children and their families.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children and their families receive a warm welcome. They benefit from arrangements that promote regular attendance. Children enjoy their time at the club and quickly become absorbed in activities that interest them. They confidently choose from a range of resources. Creative activities are particularly popular. Children concentrate for sustained periods as they use chalks and stencils to create their own pictures. A changing programme of activities gives children opportunities to explore different materials, including paint, clay, dough and messy play.

p.5

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

Children become involved in imaginative play. They role play being doctors as they care for dolls, dress up as different characters and create their own stories involving dragons and knights. Resources are readily available so children can develop their own ideas and decide how they want to play. Children's ideas are valued. They contribute suggestions for planned activities, helping them to feel that this is their club. Children benefit from a varied programme organised around themed weeks, which introduce them to different experiences while reflecting their interests. They can choose how to spend their time and return to familiar favourites. Communication between leaders and teachers at the school means that children can continue exploring some of the themes they encounter at school through activities at the club.

p.5

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

Children develop a sense of belonging. They have warm relationships with staff and confidently seek their support. Children who may face barriers to their wellbeing receive individualised support to help them settle and participate. For example, some children use a quiet regulation space when they need it. Children know the club's rules and respond readily to familiar communication signs from staff, such as those used to gain their attention. Children move around the premises sensibly and play alongside each other in a calm and

p.5

Address:

The Small Schools Academy Trust Richard Crosse C E Primary School, Lichfield Road, Kings Bromley Burton-on-trent DE13 7JE

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Progressive Sports Limited

p.6

Address:

Register(s): EYR, CCR, VCR respectful atmosphere. They learn how to keep themselves safe, including knowing what to do during a fire evacuation.

p.6

Next steps

Leaders should refine monitoring arrangements to identify where routines and staff interactions can be enhanced so that children's engagement and motivation in play are fully maximised. Leaders should refine planning for outdoor play to reflect a wider range of children's interests and motivate all children to benefit from regular outdoor experiences.

p.6

About this inspection

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

p.6

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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 08:45

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8