JC Sports WAC at Newlands Primary SchoolOfsted report card, 16 Sept 2026

JC Sports WAC at Newlands Primary School

Unique reference number (URN): 2869933 Address: Newlands Primary School, Marrelsmoor Avenue, Waterlooville, PO7 3FE Type: Childcare on non-domestic premises Registered with Ofsted: 26/10/2025 Registers: EYR, CCR, VCR Registered person: JC Sports Online 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 Strong standard

Leaders monitor children's attendance comprehensively to ensure the safety of all children, including those that have booked to attend but do not arrive as expected. Staff welcome children as they arrive at the club, accompanied by their teachers. They check for any updates about the children's day, ensuring they know the most current information. Children know the routine well and all arrive at the club happily. They place their belongings down before sitting down with friends, chatting about Halloween and what characters they will be dressing up as. This helps to develop children's language development and social skills.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have established routines which allows children to know what to expect and when. This helps them to feel settled and secure, promoting their self-confidence and self-esteem. Children are extremely well behaved and respect the rules of the club, such as sharing resources and using kind words. Older children helpfully assist younger children to place bricks on the top of towers which are out of their reach. Staff are enthusiastic, friendly and energetic. They fully immerse themselves into games alongside the children, running around the playground as they play a game of chase. Staff make adaptations as required to meet all children's individual needs. This helps them to feel valued, included and secure at the club.

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Children's welfare and wellbeing Strong standard

Staff have worked very hard to build positive relationships with all children. Children look forward to snack time, where they can make their own snack. They wash their hands and help themselves to toast and honey sandwiches. Children discuss preferences and compare choices of food, chatting away to staff and friends. They quickly tidy away their snack so they can hurry back outside to embark on another exciting adventure. Children tell one another to, 'hurry up!' causing great laughter.

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Children's welfare and wellbeing Strong standard

Staff teach children learn about nutritious food and the importance of staying healthy. They have constant access to stimulating physical activities, both indoors and outdoors. Children have fabulous fun and demonstrate impressive imagination skills as they invite staff into their play. Children make, 'yummy mango and blueberry smoothies' for staff and laugh as staff ask to add more ingredients. The smoothie stand then quickly changes into an ice cream parlour and children confidently tell staff how much the ice creams cost. Staff praise the children's efforts. This demonstrates trusting relationships between children and the staff.

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Children's welfare and wellbeing Strong standard

The youngest children have a designated member of staff who develops fabulous, close relationships with the children, their parents and the school staff. This helps them to feel very safe and secure at the setting. This highly successful approach enables staff to meet the varying and individual needs of all the children.

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Inclusion Strong standard

Leaders have successfully created an inclusive environment where they understand all children's individual needs and preferences. Staff work closely with parents before children start at the club in order to understand their preferences. Staff adapt the routine skilfully to support all children so that they participate confidently alongside their peers. For example, staff organise team games in smaller groups, so that children who struggle in large groups feel more comfortable. This helps them to feel confident and develop their self-esteem.

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Inclusion Strong standard

Staff support and value children with special educational needs and/or disabilities and those who are known, or previously known to children's social care. This is because staff take ample time to get to know children well before they start at the club so they can organise any required support without delay. Staff talk to children about their feelings and help them to understand how they feel and why they may feel a certain way. They independently choose their own resources and invite friends to play with them. For example, they play a board game and show healthy competition as they compete to win. This helps children feel included and allows them to make their own choices.

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Inclusion Strong standard

Leaders are proud of the close links they have developed with the school teachers. They share information and communicate on a daily basis about the children and their school day. This allows them to share information consistently so staff can adjust routines as necessary. This collaborative approach ensures that children benefit from continuity in their care and support.

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Leadership and governance Strong standard

Leaders have an accurate oversight of the club, it's strengths and areas to improve. They are clear on their expectations and they are quick to address ideas which do not meet these. For example, they recognise that on occasion, staff do not allow children to make their own choices about where to play. Leaders are supporting staff to understand the importance of letting children make their own choices to promote independence even further..

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Leadership and governance Strong standard

Leaders are exceptionally reflective and strive to provide the best possible experiences for all children. Robust recruitment procedures are in place to ensure staff are suitable to work with children. Leaders provide staff with regular training and support to help them develop their skills and knowledge. They report they feel well supported at the club. Leaders hold regular meetings with staff to share any new information. This ensures they can keep up to date and can respond to any changes rapidly. Staff love their time working at the club and leaders consider staff workload carefully.

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Leadership and governance Strong standard

Leaders check the site and the equipment prior to the children attending to ensure it is safe to use. They review and adapt policies and procedures, when necessary, to ensure children's safety. Leaders know all the children and their families well. Partnerships with parents are effective. Parents comment that they feel their children are well cared for and staff keep them informed about the activities that are on offer. They say that staff address any queries and tackle them without delay.

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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 enthusiastically bounce into the club happily and instantly settle themselves into an activity. They chat away to staff and friends, sharing news about their day. This demonstrates that they feel safe and secure at the club. Loud giggling fills the room as children share funny stories with staff who laugh along with them. Children work together to achieve shared goals, such as building houses from construction materials. This quickly turns into a challenge and they show friendly competition as they compete to build the tallest house. Children say they love their time at the club because they can, 'play with everything'.

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Address:

Newlands Primary School Marrelsmoor Avenue Children enjoy inviting staff into their play and staff respond enthusiastically. This contributes to the children having a sense of belonging and trusting relationships.

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Address:

Children enjoy being physically active and spending time in the fresh air. Children squeal with excitement when playing a game of chase, and they cheer and clap each other on. Older children are considerate towards younger children and help them by explaining the rules of games when they are a little unsure. The environment reflects all children's interests and they fully immerse themselves in play. This helps to support their physical wellbeing.

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Address:

Children thrive in this fully inclusive and supportive environment. They benefit from adaptations to resources to suit the individual needs of all children who attend, ensuring they feel valued and understood. Different sized equipment allows all ages and abilities of children to participate. For example, younger children access smaller balls which they can throw and catch with ease. Children are extremely enthusiastic and lively and attend the club regularly. They demonstrate that they enjoy all the games and activities offered and join in with great enthusiasm. This helps children to lead a healthy lifestyle.

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Next steps

Leaders should further strengthen staff knowledge of how to fully support children's developing independence skills so they can fully benefit from its transformational impact.

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About this inspection

The inspector spoke with leaders, staff, children and 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. Waterlooville PO7 3FE Type: Childcare on non-domestic premises

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 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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