Progressive Kids

Progressive Kids

Unique reference number (URN): 2860363 Address: St. Josephs RC School, Whalley Road, Hurst Green, CLITHEROE, BB7 9QJ Type: Childcare on non-domestic premises Registered with Ofsted: 25/09/2025 Registers: EYR, CCR, VCR Registered person: Progressive Sports South Lancashire 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 establish clear routines and expectations that generally support children to behave appropriately and engage positively, through familiarity. During the afternoon welcome, children actively participate in recalling the club's rules and typically demonstrate what staff expect throughout the session. Staff act as positive role models, offering praise and encouragement alongside weekly reward systems. The established routines help children to feel settled. Staff gently reinforce expectations when needed. For instance, they quietly and calmly remind children not to talk while staff explain the activities for the session. Staff do not consistently explain why some rules are in place and their importance. As a result, younger and newer children do not fully understand some safety risks.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive relationships with staff and their peers. Team sports and collaborative activities, such as playing chefs and cafes, encourage children to communicate, take turns and work towards shared goals. Younger children work together to solve problems while building structures with magnetic tiles and construction kits. Children behave well and demonstrate their consideration for others. Children show positive attitudes towards staff, activities and their peers. They engage enthusiastically in activities, embrace new tasks and demonstrate sustained engagement. Leaders monitor children's attendance and punctuality, and provide flexible sessions. They have considered operating times, staffing arrangements and activities to support access for all children.

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Children's welfare and wellbeing Expected standard

Children feel safe, valued and happy while attending the club. Staff develop positive and supportive relationships. This helps children to feel comfortable and settled throughout the session to enable them to thrive. Staff have established clear hygiene practices as part of daily routines. Older children independently wash and sanitise their hands throughout the session. They are typically familiar with key routines, including toileting arrangements. This supports children's developing independence and self-care skills. Staff do not consistently build these routines with younger children. This does not help younger children to develop confidence and independence in managing their everyday self-care needs.

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Children's welfare and wellbeing Expected standard

The club promotes physical activity by providing a range of sports each session. These activities encourage children to be active and energetic while providing opportunities for exercise and fresh air. Children have access to healthy snacks and drinks but have limited opportunities to take an active role. As a result, younger children have fewer opportunities to develop their independence through everyday experiences.

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Children's welfare and wellbeing Expected standard

Staff understand safer eating practices and policies and procedures reflect guidance. They present food in ways that help prevent choking risks and generally supervise children appropriately during snack time. When children stand while eating, staff promptly remind them to sit down. Staff do not consistently explain why sitting while eating is important, so younger children are less able to understand how this routine helps to keep them and others safe. Overall, the club positively supports children's health and wellbeing.

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Inclusion Expected standard

Typically, leaders have effective arrangements to identify and respond to children's individual needs. They gather relevant information from parents and carers before children start at the club. This includes information about their likes and preferences, allergies, intolerances and specific needs. Staff use this information to plan appropriate support and make adaptations when required. They access relevant training to develop the knowledge and skills needed to support all children, helping them to settle and participate in activities. The club generally provides an inclusive environment.

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Inclusion Expected standard

Children benefit from warm and nurturing relationships with staff. Staff adapt activities so that children, including those with special educational needs and/or disabilities, can participate and to remove any barriers to their engagement. Children contribute their ideas about activities, which supports their confidence, independence and sense of value. Leaders understand how to use additional funding to directly benefit children.

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Inclusion Expected standard

Staff gain children's attention before giving instructions and provide warnings, such as countdowns through chosen music, before transitions. Children understand what will happen next and move calmly between activities. They participate in a varied range of experiences and develop confidence through their involvement. Staff have high expectations for all children.

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Inclusion Expected standard

Although leaders recognise the importance of ensuring all children can access the full range of experiences, some children have fewer opportunities to take part in outdoor play and sports activities. This is because these activities typically take place later in the session. Leaders are reviewing the timetable to increase opportunities for all children to participate.

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Leadership and governance Expected standard

Typically, leaders have a clear understanding of the club's strengths and areas where they can develop provision further. They strive to continually improve the club. Leaders have devised clear procedures for supporting staff's professional development to continually make improvements. They promote a culture of professional learning and training. Staff complete a range of training to develop their knowledge within child development, sports delivery and overall activities. This supports staff to provide varied experiences that reflect children's interests and needs and supports them to fulfil their roles effectively and improve over time.

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Leadership and governance Expected standard

Partnerships with families are well established and very positive. Parents and carers praise staff's warm and caring approach, the communication and the varied experiences their children receive. Leaders gather detailed information about children before they attend. They use this to understand their individual needs and implement any necessary changes to the environment.

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Leadership and governance Expected standard

Leaders have established positive relationships with the host school. Clear communication between school and club staff supports their understanding of children's individual needs, wellbeing and routines. The sharing of relevant information helps supports children's experiences and the smooth transition from the classroom to club. The familiar approach helps children to settle quickly, feel comfortable and enjoy their time at the club. Leaders are considerate of staff wellbeing. Staff have frequent checks-ins, regular supervision sessions and appraisals to support their continual development and improve their practice. They state leaders are very approachable, understanding and provide positive ongoing guidance.

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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 arrive excited and settle quickly as familiar and caring staff welcome them. Trusting and respectful relationships between children and staff help children to feel valued and supported. Children benefit from staff, who model positive interactions and appropriate responses. This supports them to form friendships with children of different ages. Children are considerate towards others during their play. They invite their peers to join in, ask one another for help, share resources and take turns. Older children act as positive role models for younger children.

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

Children listen and contribute during 'welcome time', which generally help them to understand the expectations, club rules and structure of each session. They take increasing responsibility for their environment and daily routines. Children put away their belongings, tidy resources after use and make choices about how they spend their time. Children behave well, follow clear expectations and contribute to a calm and purposeful atmosphere.

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

Overall, children enthusiastically engage in a wide range of thoughtfully planned activities that reflect their interests. They enjoy team games, creative activities, construction, role play, sports coaching and outdoor play. Staff prepare the environment and make careful adaptions to reflect the ages and needs of the children attending.

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

Children speak positively about the club and the staff. They feel listened to and valued. Children know that staff are available to support them if they have worries. They demonstrate they feel safe to express themselves. Children develop positive attitudes through a culture that celebrates their individual efforts, achievements and successes each session. They gain confidence as staff recognise their contributions and help them to feel proud of what they achieve. Children thoroughly enjoy their time at the club. Leaders monitor children's attendance closely, with support from the host school.

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Next steps

Leaders should continue to review the session's timetable and staff deployment to maximise children's access to the full range of activities. Leaders should support staff to consistently explain the reasons behind their expectations for behaviour and safety, to help children understand how their actions affect their own and others' safety. Leaders should support staff to promote children's developing independence in self-care and everyday routines.

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About this inspection

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

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Address:

St. Josephs RC School, Whalley Road Hurst Green CLITHEROE BB7 9QJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Progressive Sports South Lancashire Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 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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Age range of children at the time of 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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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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