Teachsport Ashmead

Teachsport Ashmead

Unique reference number (URN): 2828118 Address: Ashmead Primary School, Ashmead Road, London, SE8 4DX Type: Childcare on non-domestic premises Registered with Ofsted: 13/02/2025 Registers: EYR, CCR, VCR Registered person: Teachsport Services Ltd

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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

Staff work with children to create their own group rules for behaviour, such as to use kind voices and respect others. Staff ask children if they can remember the group rules during the group session, and children confidently state them. This helps to embed the group rules and leads to children acting in positive ways. Staff explain to children why some behaviour is not acceptable and cooperate with them to fix any issues in a fair way. Staff make any necessary adjustments to routines to support children with special educational needs and/or disabilities and other vulnerable children.

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Behaviour, attitudes and establishing routines Expected standard

Children act as 'mini-coaches', where they help other children by showing them how to use resources or explain game rules. This helps children to fully take part and shows kindness to others. Children play cooperatively together as they take on different roles in the home corner during pretend play. They show high levels of enjoyment as they create their own floral arrangements. They concentrate well as they work out number patterns in games. Children line up in an orderly way and take turns to carefully shoot a ball into a net. Leaders encourage regular attendance by informing parents about how children build friendships with others and enjoy activities at the setting. Children look forward to going to the setting and attend regularly.

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Children's welfare and wellbeing Expected standard

Staff check all parts of the setting to keep children safe. This helps to minimise the risk of hazards. Generally, staff teach children how to act in safe ways. For instance, they teach children about spatial awareness during sports activities, so children avoid bumping into each other.

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Children's welfare and wellbeing Expected standard

Staff provide healthy, appetising meals and snacks for children, which meet any special dietary needs. They teach children the value of eating well in innovative and effective ways. For instance, they introduce new fruit and vegetables for children to taste each week and talk about their nutritional benefits. The setting ensures that children use technology safely and responsibly. However, staff do not consistently teach children about the safe use of technology, particularly in relation to possible risks of excessive screen time, as outlined in government guidance. This means that children are not always fully aware of the potential risks of technology or the benefits of reduced screen time.

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Children's welfare and wellbeing Expected standard

Children show very secure independence skills. They confidently make their own sandwiches and put their cups and plates away after snack. All children eagerly help to tidy up after play and take care of their toys and resources well. Staff support children's wellbeing very effectively. For instance, they provide books, discussion and a calm space to help children to understand and learn how to manage feelings. This helps children to understand themselves and others. Staff adapt routines to meet the needs of children with special educational needs and/or disabilities and other vulnerable children.

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Inclusion Expected standard

Staff have effective ways to find out if a child needs extra support to access the range of activities at the setting. For example, they request information on admission forms and talk to parents. Staff review any support plans provided for a child with special educational needs and/or disabilities (SEND) and other vulnerable children. They skilfully use this information to ensure that activities are adjusted to meet the needs of children. For example, they provide quiet, calming spaces for children who are sensitive to noise. Staff know to advise parents to contact their local doctor or health visitor if they note any delays in a child's development.

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Inclusion Expected standard

Staff understand the importance of working closely with parents and professionals to support children's access to activities and routines. They have close links with school staff, who offer strategic support for any children with SEND and other vulnerable children. Some staff have received training in supporting children with SEND and make effective use of this to provide suitable activities and routines for children. This helps children to enjoy their time at the club and access all activities.

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Leadership and governance Expected standard

Generally, staff work well with parents. They value the role of parents and encourage children to show their appreciation. For instance, children write cards or bring a flower home to give to their parents. Staff keep parents informed by providing daily updates on children's activities and wellbeing when they arrive to collect their children. Leaders consider all aspects of the setting and ask children and staff for their views as part of evaluation of the setting. However, leaders do not consistently seek the views of parents as part of their evaluation. This means that parents' views are not always represented when leaders evaluate the setting and identify priorities for improvement.

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Leadership and governance Expected standard

Leaders promote staff wellbeing effectively. Staff spoken to state they feel highly motivated in their work and feel valued and supported in their roles. Leaders spend time in the setting observing and feeding back to staff to support practice, where needed. They meet regularly with staff to discuss their work and offer support and training, where needed.

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Leadership and governance Expected standard

Leaders are committed to the continual improvement of staff skills and knowledge. Staff completed a wide range of valuable courses, including courses on effective supervision of children and supporting children with special educational needs and/or disabilities. This has led to better awareness and practice in these areas.

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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 are warmly welcomed by staff and eagerly sit in a group, ready for the session to begin. Staff greet them with smiles and cheerfully explain the activities that are available to them. This enables children to clearly understand the routine and helps them to feel secure. Younger children arrive just ahead of older children, and this gives them time to get used to the club without there being lots of children present. It helps them to settle well. Leaders plan activities that are stimulating, fun and suitable for all ages. They take care to ask

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About this setting

children of all ages for their views on activities and resources, and fully reflect this in the activities provided. This leads to children's enjoyment and a deep sense of wellbeing.

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About this setting

Children quickly get involved in activities. They enjoy exploring the colour and texture of fresh flowers. Children of all ages thoughtfully select different flowers to make their own arrangements. They mould clay well to form a base for their colourful flower arrangements. Younger children get busy in the home corner, preparing pretend soup. They talk about different ingredients they add and mix them together. Staff ask them how many spoonfuls of soup there are in the bowl, supporting their counting skills. They practise their letter recognition skills as they place letter blocks on a play bus. Older children get along well together as they work in pairs to play number pattern games. They design and build models using construction sets. Children happily explore a wide range of interesting activities in the setting. They practise their aiming and throwing skills as they try to shoot balls into nets.

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About this setting

Children are supported well by staff who give tips on how to position themselves to throw the ball successfully. They enjoy a wide range of sports organised by staff, such as games using balls, hoops and bean bags. Staff are careful to make activities accessible to children with special educational needs and/or disabilities and other vulnerable children.

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Next steps

Leaders should consistently enhance children's understanding of safe and healthy technology use, including the potential risks associated with excessive screen time, in line with government guidance. Leaders should enhance partnerships with parents to include them in evaluation of the setting to build ongoing improvements.

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About this inspection

The inspector spoke with leaders, staff and children. She considered comments from 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. Unique reference number (URN): 2828118

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Address:

Ashmead Primary School Ashmead Road London SE8 4DX

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Teachsport Services Ltd

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Address:

Operating hours: 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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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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