TB Sport at Holgate Primary

TB Sport at Holgate Primary

Unique reference number (URN): 2816348 Address: Holgate Primary & Nursery School, High Leys Road, Hucknall, Nottingham, NG15 6EZ Type: Childcare on non-domestic premises Registered with Ofsted: 22/11/2024 Registers: EYR, CCR, VCR Registered person: Bingley, Thomas Craig

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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 are positive role models and support children appropriately, when they need help to share resources, take turns or follow the club rules. They offer regular praise and encouragement, helping children to persevere and develop their self-esteem. For example, staff join in games of basketball and cheer when children score after persevering and continuing to try.

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Behaviour, attitudes and establishing routines Expected standard

Children are familiar with the routines and typically follow these well. They understand what is expected of them and generally respond positively to the expectations in place. Leaders recognise that there is still work to be done to ensure children consistently benefit from gentle reminders that support them to demonstrate their best possible behaviour. Where needed, leaders provide additional guidance and role model positive ways to reinforce expectations, such as reminding children to push their chairs under the table, when they have finished eating. This supports children to develop an understanding of appropriate behaviour, consideration for others and responsibility for their environment. Staff use objects of reference to help ensure that all children, including children with additional needs and/or disabilities, can understand and participate in daily routines.

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Behaviour, attitudes and establishing routines Expected standard

Older children are kind and caring towards younger children and include others in their play. Children play cooperatively, initiate their own games and take turns. Positive relationships between children and staff help children to feel secure and supported at the club. Leaders and staff monitor attendance to help promote children's safety and regular participation.

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Children's welfare and wellbeing Expected standard

Overall, children's welfare and wellbeing are supported effectively. This includes children with special educational needs and/or disabilities (SEND). Staff receive relevant information from teachers about children's individual welfare needs. They use this information effectively to monitor children and recognise signs and symptoms that may indicate a change in their health or wellbeing. This helps staff to respond promptly to children's individual needs and ensures that their welfare is appropriately supported.

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Children's welfare and wellbeing Expected standard

Staff generally supervise children closely, particularly those with SEND, and respond appropriately when they do not want to take part fully in adult-led activities. Children feel comfortable approaching staff for help.

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Children's welfare and wellbeing Expected standard

At different times during the club, children make choices about their play and the food they eat, developing confidence and independence. Typically, staff promote healthy lifestyles during everyday routines, such as reminding children to wash hands thoroughly before eating. Children happily join in energetic games outdoors, running, climbing and jumping. However, staff do not consistently make the most of these opportunities to help children understand why healthy routines are important and how they contribute to their health and wellbeing. As a result, children's understanding of healthy lifestyles is not yet fully developed. Leaders recognise the importance of developing mealtimes so that all children can take part as a group to further support their social skills. Children confidently sit safely to eat, chat among their friends and develop their independence.

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Inclusion Expected standard

Overall, children with special educational needs and/or disabilities (SEND) are included in the life of the club and participate in daily routines and activities. Leaders gather detailed information from parents and carers before children start at the club and work closely with schools to understand children's individual circumstances. This helps leaders to prepare and plan support to meet their individual needs. Staff know children well and maintain positive relationships with families, sharing information about changes that may affect children's wellbeing and participation. Staff share information with families when they collect their children from the club, such as information about the food they have eaten and how their medical needs have been monitored to keep them safe.

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Inclusion Expected standard

Effective communication with teachers at the school ensures that staff have up-to-date information about children's needs and the support they require daily. This includes sharing important information about children's medical needs across the staff team. As a result, children receive support and their individual needs are understood and appropriately met.

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Inclusion Expected standard

Staff recognise and respond to children's individual differences, helping them to take part in a range of activities and make independent choices in their play. They adapt activities and routines, helping children with SEND to participate. They offer choices and reassurance to children who are reluctant to join adult-led activities, reducing barriers to their participation. Children across different age groups play together and enjoy a range of experiences, developing their confidence and social skills through shared play.

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Leadership and governance Expected standard

Leaders have a secure understanding of how they want the club to operate and the positive outcomes they want to achieve for children. They understand the local community and the needs of the families the club serves. Leaders communicate regularly with parents, sharing relevant information to support children's experiences and wellbeing. They actively seek their views about the club. Leaders use parents' feedback to inform improvements and make changes, where these will enhance children's experiences. Parents report positively about the communication that they receive and say they feel well informed about their children's experiences at the club. They are happy with the range and choice of activities available and value the variety of experiences provided for their children.

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Leadership and governance Expected standard

Leaders provide ongoing support to staff and check regularly on their wellbeing. They recognise the importance of maintaining staff wellbeing and have plans to increase the frequency of these checks. Leaders follow safe recruitment procedures and monitor children's attendance patterns effectively, supporting children's safety and regular participation. They also carry out monitoring visits to maintain oversight of the quality of provision.

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Leadership and governance Expected standard

Leaders provide staff with access to a range of training opportunities across the organisation. Staff are positive about the team they work with. Leaders do not yet tailor professional development closely enough to staff's individual needs. As a result, staff do not always receive the guidance they need to adapt daily provision and routines to improve children's experiences.

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Leadership and governance Expected standard

Leaders and staff work effectively with the school to ensure children's individual needs are understood and appropriately supported. They share important information and messages promptly, helping to ensure that children's care, wellbeing and support remain consistent between the club and school.

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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 happy, settled and secure in their environment. They are familiar with the daily routine and join in at the start of the session by making their food orders. Children listen attentively to the plan for the day, helping them understand what will happen. Children confidently make choices about what they would like to do and show enjoyment and pride in their achievements. For example, young children persevere as they try to blow bubbles, demonstrating determination and resilience. Children, including those with special educational needs and/or disabilities, feel a sense of belonging at the club and reasonable adjustments are in place to help children communicate their choices and participate fully in club activities.

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

Children choose from a range of activities and spend time playing and exploring independently and with friends. They transition with ease and show excitement when they know what is happening next, such as when they are going outside. Children develop their physical skills as they aim and bounce the basketball towards a target. They take turns and show perseverance, continuing to try when they do not achieve their aim immediately. Children of different ages play cooperatively, confidently saying 'my turn' and waiting for others. They encourage and celebrate each other's efforts, giving 'high-fives' and saying 'that was good' and 'so close'. Children help each other and demonstrate positive relationships, sportsmanship and a willingness to keep trying.

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

Children typically behave well and are supported to share resources as they engage in a play dough activity. They are familiar with the club rules as they discuss the expectations before the session starts. Mealtimes are a social occasion, and children enjoy a range of healthy snacks. They develop their independence as they make a sandwich. Children develop positive social skills, feel safe and enjoy their time at the club. They benefit from staff's close communication with families and monitoring of attendance, helping them take part regularly and build confidence and skills over time.

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Next steps

Leaders should strengthen staff practice in helping children understand the importance of healthy routines, including exercise and healthy food choices for their bodies. Leaders should target the continued professional development of staff that will help them to adapt provision and daily routines more successfully, to support better outcomes for children.

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About this inspection

The inspector spoke with leaders, staff and children 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

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Address:

Holgate Primary & Nursery School High Leys Road, Hucknall Nottingham NG15 6EZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Bingley, Thomas Craig

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:30,Monday,Tuesday,Wednesday,Thursday : 15:15 - 17:30

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Address:

Local authority: Nottinghamshire County Council

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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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4 to 11

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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