Progressive Kids at Welton Primary SchoolOfsted report card, 16 Sept 2026

Progressive Kids at Welton Primary School

Unique reference number (URN): 2814668 Address: Welton Primary School, Radstock Road, Midsomer Norton, RADSTOCK, BA3 2AG Type: Childcare on non-domestic premises Registered with Ofsted: 07/10/2024 Registers: EYR, CCR, VCR Registered person: JM Sports Education 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 support children's behaviour, helping them to understand the boundaries in place for their own and other children's safety and wellbeing. Staff give children prompt reminders on safe practices out on the playground. They listen and cooperate with staff's instructions suitably. Staff help all the children to respect the new play spaces and different equipment, offering clear explanations for new arrangements, to help their understanding.

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Behaviour, attitudes and establishing routines Expected standard

Staff are considerate and respectfully interact with children, fostering these qualities effectively, of which children reciprocate. Young children then share items with other children. Staff help young children to consider their approach and work cooperatively to achieve their goal, such as to build a very large train track. Staff build supportive relationships with children, kicking a ball around with them or constructing with large items outside. Staff support children's positive attitudes in creative activities too. They get out different resources linked to children's interests and offer tips for their success as young children use scissors, for example.

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Behaviour, attitudes and establishing routines Expected standard

Overall, staff lead routines suitably. At times, they communicate effectively about children's arrangements, such as when parents and carers pick up the children. However, leaders and staff do not always communicate fully and liaise to ensure they are all aware of the session's arrangements. This causes some confusion to the younger children at the beginning of the session and during mealtimes, for example.

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Children's welfare and wellbeing Expected standard

Staff generally work together to support the children and do so effectively overall. Staff are all caring and build effective relationships with the children, ensuring their emotional wellbeing is supported. They notice when young children are playing alone and join them. They help children manage their emotions, giving them time and helping them to have the confidence to explain what they want or need. Staff follow children's interests and typically facilitate children enjoying different activities. For example, staff take children down to the playground, so that those who want to can play and be active outside.

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Children's welfare and wellbeing Expected standard

Staff ensure that children are comfortable, safe and happy at the club. Children's personal safety is supported. Staff give children reminders on safe practices. They are vigilant and prompt with these and offer useful explanations to help young children's understanding. Staff support children's care needs. They make sure they follow arrangements for children's dietary requirements. They give children choices at mealtimes and offer healthy options. They generally help children relax and enjoy their mealtimes, socialise and make new friends.

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Inclusion Expected standard

When children register, leaders put in place arrangements for gaining information from parents and carers. Leaders pass this information on to staff. This helps staff support any needs that children have, or put in place specific arrangements for their inclusion at the club. If needed, staff gain information from teachers at the school, for children who have special educational needs and/or disabilities. They find out about any additional arrangements that children may benefit from, ensuring they mirror the support that works for children elsewhere.

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Inclusion Expected standard

Staff spend time with children to get to know them, finding out about their interests and adapting their support to ensure new children are included in activities. Staff appreciate the importance of helping to reduce any barriers that children have to their involvement. Generally, they support the younger children with this. For example, they help some of the younger ones that are new to the setting to build their confidence in joining in with their chosen activities with the older children. However, leaders and staff have not promptly reviewed and adapted their support fully since the change in set up of the club's base room this academic year. Younger and older children often play in different spaces. This does not facilitate them mixing and socialising, and younger children accessing all activities easily and confidently.

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Leadership and governance Expected standard

Leaders show suitable governance of the club. They have plans to support staff and help them work in the best interests of children. They undertake periodic visits to the setting, to supervise and support practice. They have effective recruitment and induction processes, making sure that staff are suitable to work with children. They ensure that staff undertake mandatory training, and they work with their sister settings to ensure that staff gain any new skills needed.

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Leadership and governance Expected standard

Leaders generally help staff in evaluating club practice and their effectiveness. Staff typically adapt their support for children in the moment, noticing when changes are needed. With the support of leaders, staff are beginning to outline some plans for improvements.

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Leadership and governance Expected standard

Leaders generally support partnership working. They facilitate staff gaining information from parents and carers through the registration processes, to help staff get to know new children and support their needs. Leaders generally support liaison with teachers at the school, to help the running of the club on the school site. However, leaders and staff have not monitored the new arrangements and areas used this academic year. They have not promptly adapted these to support children's smooth arrival and engagement at the club.

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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 enjoy their time at the club. Overall, new children settle in effectively, reassured by the friendly staff, and they start to develop a sense of belonging. Young children benefit from staff also working at the school, so they have already started to form relationships with them, even at this early stage in the school year. Children find activities to interest them and stay focused on these for some time. They enjoy the attention staff give them and their assistance during activities. For example, children create intricate pictures. They gain confidence and ask for things they want or need, such as scissors. They spend time with

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About this setting

these, creating effects and following safety reminders that staff give them. They then explore further ideas and discuss these with staff who are very encouraging, helping children formulate their creative plans. Children who prefer to be more physical, play outside. When younger children are unsure or prefer not to join in the older children's football game, staff join them. They help them as they explore materials and ensure their safety, as well as introducing some ball play too. In this way, children stay engaged and are happy to play outside.

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About this setting

Overall, young children learn about club life and get involved. They generally transition from their school day to the club session effectively, and staff support any confusion, giving children some explanations on what is happening next. Young children typically follow routines, going off with a member of staff to wash their hands before their meal. They show confidence to discuss their meal preferences and chat to staff about their day. Children show that they feel safe here, are happy and enjoy their time at the club.

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Next steps

Leaders should review and develop the communication between staff at the club further, ensuring that routines and arrangements are well organised and provide clear and consistent messages to children. Leaders should increase partnerships with the school on site, working more closely with teachers to facilitate the smooth running of the club for all ages of children. Leaders should lead the evaluation of club practice more consistently, helping the staff to make plans and implement improvements to benefit the children.

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About this inspection

The inspector spoke with the operations manager, 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. Unique reference number (URN): 2814668

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Address:

Welton Primary School, Radstock Road Midsomer Norton RADSTOCK BA3 2AG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: JM Sports Education Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00

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Address:

Local authority: Bath and North East Somerset 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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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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