The Edward Richardson Primary School@JB's Sports Coaching Ltd

Sports Coaching Ltd

Unique reference number (URN): 2838603 Address: The Edward Richardson Cp School, East Road, Tetford, Horncastle, LN9 6QQ Type: Childcare on non-domestic premises Registered with Ofsted: 31/03/2025 Registers: EYR, CCR, VCR Registered person: JB's Sports Coaching Ltd

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

Inclusion Strong standard

In recent months, leaders have invested a significant amount of time and resource in the provision for children with special educational needs and/or disabilities (SEND) and other barriers to learning and engagement. Training courses have given leaders and staff a real insight into what it is like for a child with SEND and, as a result, the organisation has developed a genuine, empathetic approach to inclusion. Leaders have provided staff access to a range of adapted sports equipment, which they can use to ensure the needs of all children are met when delivering activities, such as larger sports rackets and easy-to-hit balls. They have recruited staff who have specialisms in SEND and children's mental wellbeing so that children benefit from specific expertise and experience.

p.2

Inclusion Strong standard

Leaders work closely with the on-site school to gather important information about children ahead of them starting at the setting. This includes children who are known, or previously known to social care. This means that staff can take a proactive approach in preparing for children's individual needs. For instance, staff learn communication strategies that they use with some children who have verbal delays. Dialogue between leaders and the host school is ongoing throughout the academic year so updates can be shared and progress can be monitored.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders have written behaviour support policies that closely align with those of the host school. This consistent approach helps all children, but especially children with special educational needs and/or disabilities, to understand what is expected of them and what will happen if they need support with their behaviour. Typically, staff show they understand and can apply these policies in their practice.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff have high expectations for children's behaviour and incidents of misbehaviour are infrequent. Appropriate rules are in place that promote children's safety and wellbeing, such as for children to wash their hands before they eat. Staff are good role models for children. The demonstrate kindness, care and compassion to those around them. In turn, children copy and show the same values when playing with friends.

p.3

Behaviour, attitudes and establishing routines Expected standard

Staff make reasonable adjustments to make sure children can be the best versions of themselves. For example, when children become upset and disappointed that they miss a penalty, staff quickly adapt the activity for it to become more achievable. This enables children to maintain a positive attitude to their play and prevents any further upset that could lead to disruption in the group.

p.3

Behaviour, attitudes and establishing routines Expected standard

Attendance at the setting is optional and the services offered help parents who need childcare surrounding the school day. However, leaders strive to promote the benefits of the setting and its extra-curricular offer to all families and explain how some children attend to learn new skills and try new activities, such as archery.

p.3

Children's welfare and wellbeing Expected standard

Leaders are attentive in making sure statutory requirements are met. While in the most part done well, there are occasions when a tighter focus could be placed on staff following organisational procedures, for instance around how risk assessments are carried out to assure children's safety, as opposed to routinely following how the host school operates.

p.3

Children's welfare and wellbeing Expected standard

The ethos of this provision is rooted in promoting children's good physical and mental health. Staff introduce children to a range of sporting experiences and provide activities that support children's emotional wellbeing. Adapted sporting equipment is provided for children with special educational needs and/or disabilities, so they have an equal opportunity to participate. Staff make sure there is a calm space for children who need some quiet time, and plan one-to-one activities for some children who chose not to participate alongside their peers. Staff spend time getting to know children and build trusting relationships. They are interested in what children like to do best and then use this information to provide activities that they know children will enjoy, such as crafting.

p.3

Children's welfare and wellbeing Expected standard

Children have their care needs met. Staff closely supervise children while they eat healthy foods. They make sure they stay hydrated, especially during and after physical exertion. Staff spend time educating children on appropriate screen use and what other pastimes children can enjoy as alternatives.

p.3

Leadership and governance Expected standard

Leaders have a good grasp on what is working well and where developments are needed. They have prioritised their approach to inclusion over recent months. The impact of this is most notable on children who need adjustments to participate equally alongside peers and children who are vulnerable, even if only for a short amount of time. Leaders value their staff team and encourage them to utilise all the skill and expertise they have from other employments. Staff are happy in their roles and enjoy their work. Leaders provide regular opportunities for themselves and staff to undertake relevant training. They offer effective coaching and mentoring that enables staff to fulfil their roles with confidence.

p.3

Leadership and governance Expected standard

Leaders have sufficient oversight of staff practice and operational matters. However, although infrequent, there are times when staff do not implement the organisational policies and procedures as leaders would expect. For example, sometimes staff do not check for new risks in the environment that may have developed between the on-site school closing at the end of the day and this provision opening.

p.4

Leadership and governance Expected standard

Leaders work well with parents, carers and external agencies, such as the on-site school. They use information that they gather from these sources to develop the setting and make sure the needs of children are known and met. Children have their opinions considered. For example, leaders buy foods that they like for snack.

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 arrive safely at the setting collected by staff, who follow the school's collection procedures. They enter the setting with enthusiasm and excitement, ready to find out what activities are on offer. Children place their belongings in the designated place and then quickly pay attention to staff while the register is being taken. They prepare themselves for playing outside, recognising that they should take their water bottles with them to remain hydrated as they engage in physical activity.

p.5

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

Most children are eager to learn new football skills. There are some reluctant children, but they have their reservations swiftly noted by staff, and alternative activities are suggested to them. All children participate in daily opportunities to play outside and exercise. Through sporting activities, children practise using their team working skills, such as taking turns and communicating effectively with friends. Staff prioritise children's health and promote routines that support children's physical and mental wellbeing.

p.5

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

New children, who have just started their reception year at school, are given particular care and attention so that their transition into the setting is smooth. Leaders recognise this group of children and their families as temporarily vulnerable because they are learning many new routines, meeting new people and adjusting to school life. These children benefit from skilled staff, who pay high regard to their emotional needs and focus on relationship building. As a result, this group of children quickly settle and show how they feel emotionally secure.

p.5

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

Children remain happy and engaged in activity throughout the session. Staff are quick to adjust how activities are delivered depending on children's abilities and experience. This helps to remove barriers to participation and enables all children to feel involved and included.

p.5

Address:

The Edward Richardson Cp School East Road, Tetford Horncastle LN9 6QQ

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: JB's Sports Coaching Ltd

p.6

Address:

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

p.6

Next steps

Leaders should support staff to fully understand and apply organisational policies and procedures that are specific and relevant to this setting.

p.6

About this inspection

The inspector spoke with the nominated individual, leaders, staff, parents, carers and children 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.

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. 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.7

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