Progressive Sports @ HartpuryOfsted report card, 16 Sept 2026

Progressive Sports @ Hartpury

Unique reference number (URN): 2806984 Address: Hartpury Primary School, Over Old Road, Hartpury, GLOUCESTER, GL19 3BJ Type: Childcare on non-domestic premises Registered with Ofsted: 05/09/2024 Registers: EYR, CCR, VCR Registered person: Progressive Sports 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 generally establish clear expectations for children's behaviour and routines. Children typically understand what adults expect of them and cooperate with established routines. Staff manage behaviour calmly and consistently, taking account of children's ages and individual needs. They use approaches such as clear instructions and individual support to help children understand expectations and participate successfully in the club. Relationships between staff and children are positive, and children generally engage well in the club.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have clear arrangements for monitoring children's attendance. Staff know which children are booked to attend and account for them when the session begins. Younger children are collected from their classrooms, while older children make their own way to the club. Staff exchange relevant information with teachers and check with the school if a child who is expected does not arrive. They know how to respond if a child cannot be accounted for.

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Behaviour, attitudes and establishing routines Expected standard

Staff have established routines that children generally understand and follow. On the whole, these work appropriately. However, the organisation and sequencing of some routines could be smoother. At times, staff manage several routine tasks, such as supporting children with their personal care and preparing snack, alongside children's play. After outdoor play, children return indoors and resume activities before stopping again shortly afterwards to wash their hands and have another snack. Consequently, the sequencing of routines sometimes interrupts the continuity of children's play and activities.

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Children's welfare and wellbeing Expected standard

Leaders generally ensure that staff provide attentive care and appropriate supervision throughout the session. Staff adapt their care and supervision to children's ages and individual needs, helping children feel secure and included in the club. For example, they recognise when children need additional support with their personal care and respond sensitively. Staff supervise children effectively during indoor and outdoor activities and as children move around the provision. They position themselves appropriately during outdoor play and maintain oversight of the group. Overall, children appear comfortable in staff's care and confidently seek help when they need it.

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Children's welfare and wellbeing Expected standard

Staff support children's personal care and hygiene. Children generally manage handwashing and find their places at snack independently, while staff remain nearby to supervise. Staff provide food and remain attentive while children eat. Children eat independently after staff serve their food. These established care routines generally support children's physical welfare and help them manage some aspects of their personal care for themselves.

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Children's welfare and wellbeing Expected standard

Staff could make greater use of everyday routines to develop children's practical independence. Adults generally prepare and serve food, clear away afterwards and set up activities for children. Consequently, children have less involvement in manageable tasks that they could undertake for themselves, according to their age and ability. Greater involvement would help children take increasing responsibility for themselves and contribute to the smooth running of the club.

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Inclusion Expected standard

Leaders establish inclusive practices that help staff identify and respond to children's individual needs. They work closely with the school to gather relevant information and reduce barriers to children's participation. Staff use individual forms to gather detailed information about children with special educational needs and/or disabilities (SEND) and other children, including those in the early years. These record children's interests, preferences, motivators and helpful strategies. Children contribute information about what they like, while staff draw on information from teachers. The forms are accessible to staff and typically support consistency in the care children receive.

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Inclusion Expected standard

Staff generally know children's individual needs and use this knowledge in practice. For example, staff recognise when younger children need reminders about using the toilet and respond sensitively. The forms identify approaches that help individual children, such as clear instructions and one-to-one interaction. Overall, this helps children with SEND participate successfully in the club and receive support that reflects their individual needs.

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Inclusion Expected standard

Leaders continue to develop staff knowledge as the range of SEND needs across the wider provision increases. Staff undertake SEND training, and leaders identify practical training to build their confidence and expertise. Leaders are developing ways to gather more information from parents and/or carers to complement the information children and teachers already provide and deepen staff's understanding of children's individual needs.

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Leadership and governance Expected standard

Leaders generally provide effective oversight of the club and have a clear understanding of its priorities. They maintain daily contact with staff and provide practical support, including working alongside them when needed. This supports the staff team and helps maintain continuity in children's experiences. Leaders have responded to recent staffing changes by continuing to recruit while maintaining regular support for the team. Senior leaders remain accessible, and staff know who to approach for advice and guidance.

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Leadership and governance Expected standard

Leaders ensure that staff receive induction, complete core training and have access to ongoing professional development. Regular communication and practical support help leaders maintain oversight of day-to-day practice. Leaders recognise that their quality assurance arrangements can develop further and have identified more regular visits as a priority. This reflects leaders' understanding of the provision and their priorities for further development.

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Leadership and governance Expected standard

Leaders maintain constructive relationships with the school and with parents and/or carers. Communication with the school helps staff understand children's individual needs and supports continuity of care. Leaders recognise that gathering more localised feedback from parents would add to their understanding of families' views. Overall, leaders understand the provision's current priorities and identify appropriate areas for further development.

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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 and settled at this welcoming after-school club. They confidently move from their classrooms into the care of familiar staff at the end of the school day. Children enjoy choosing how to spend their time. The four-zone approach gives them a varied range of creative, physical, social and quieter experiences. For example, children design and make their own monsters, play football, use outdoor gym equipment and create games with chalk. They become absorbed in activities that interest them. Through these experiences,

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Inspector:

Holly Smith children develop their creativity, physical skills and confidence in making choices. They have time to relax after the school day and pursue activities that appeal to them.

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Inspector:

Children develop warm relationships with staff and play comfortably alongside children of different ages. Younger children and those with special educational needs and/or disabilities are included in the life of the club. Children confidently approach familiar adults when they need help. They share their interests and preferences with staff, who use this information to understand what matters to them. Children manage some aspects of their personal routines and belongings for themselves. They confidently join activities alongside older children and sustain their play without needing constant adult support. This helps children develop social confidence within the mixed-age group.

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Inspector:

Children generally behave well and enjoy spending time together. They respond positively to calm reminders about playing safely and show that they understand what staff expect of them. Children enjoy energetic outdoor play and quieter creative and social experiences indoors. They talk comfortably with staff and their friends during snack times. Children appear secure in the familiar environment and confidently take part in the experiences available to them. Their individual interests and preferences are recognised and valued. Parents and/or carers speak positively about the care their children receive and say that their children are happy to attend.

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Next steps

Leaders should organise and sequence routines more smoothly so that children experience fewer unnecessary interruptions and can sustain their play and engagement. Leaders should enable children to take greater age-appropriate responsibility within everyday tasks and routines so that they develop their practical independence more consistently.

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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.

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Address:

Hartpury Primary School, Over Old Road Hartpury GLOUCESTER GL19 3BJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Progressive Sports Limited

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Address:

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

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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