Progressive Sports @ St Peter'sOfsted report card, 24 Sept 2026

Progressive Sports @ St Peter's

Unique reference number (URN): 2799328 Address: St. Peters C of E Primary School, Main Street, Stonnall, WALSALL, WS9 9EE Type: Childcare on non-domestic premises Registered with Ofsted: 18/07/2024 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 and staff typically establish clear expectations for behaviour. Staff explain the reasons for rules and use examples that younger children can understand, including how to treat others respectfully and use equipment safely. They model positive interactions and encourage children of different ages to include each other in their play. This helps to create a calm and respectful environment. Staff understand that some children need additional help to regulate their emotions. They use individual strategies, including sensory resources and quiet spaces, to support children who have barriers to their wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

Staff generally promote positive attitudes and engagement. They recognise children's interests and join their play to encourage their participation. However, at the start of the session, children who arrive first wait while staff collect others from their classrooms before they can begin playing. This reduces the time available for children to become purposefully engaged.

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Behaviour, attitudes and establishing routines Expected standard

Leaders monitor attendance and follow up when children who are expected at the club do not attend. Staff promote the importance of punctuality through established routines. For example, at breakfast club, they use familiar cues to help children finish their activities and prepare to arrive at their classrooms on time. This helps children develop an understanding of routines and why being punctual matters.

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Children's welfare and wellbeing Expected standard

Staff develop warm and nurturing relationships with children. They take time to listen to them and talk about their experiences. This helps staff to recognise when children may need additional reassurance or support. Staff understand that children have differing needs and may face barriers. They adapt the care and support they provide to promote children's individual wellbeing.

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Children's welfare and wellbeing Expected standard

Staff generally promote children's health through everyday routines. They encourage good hygiene practices, including regular handwashing. Leaders provide nutritious food and staff encourage children to make healthy choices. Children enjoy the opportunity to help prepare their own wraps. Staff teach children how to prepare food safely and reinforce appropriate table manners.

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Children's welfare and wellbeing Expected standard

Staff take appropriate steps to keep children safe during mealtimes. They supervise children while they eat. Leaders ensure that a qualified first aider is available to respond promptly should children require first-aid treatment. Staff know about children's allergies and make adaptations so that children can participate in mealtimes alongside others. Staff understand procedures for administering medication and responding to accidents, including head injuries. Leaders and staff help children to develop an understanding of how to look after themselves. They provide opportunities for children to be physically active and recognise the importance of outdoor play in supporting their physical and emotional wellbeing.

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Inclusion Expected standard

Leaders and staff typically know children as individuals and take account of their differing needs, interests and circumstances. They use information from parents and carers, the school and children themselves, to understand what is important to each child. Leaders have introduced 'inclusion trees' to help staff identify children's interests, needs and the strategies that support them best. However, these systems are not yet used consistently. This means that staff do not always have a complete picture of children's individual needs.

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Inclusion Expected standard

Staff generally adapt their approach to help children overcome barriers to their participation and wellbeing. For example, children who find it difficult to regulate their emotions can use sensory resources and a quiet space when they experience 'big feelings'. Staff understand the individual strategies that help children with special education needs and/or disabilities to participate, including the use of personalised resources, such as ear defenders.

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Inclusion Expected standard

Leaders generally consider how children's medical and dietary needs may affect their experiences. Staff understand children's allergies and make appropriate adjustments so that they can participate alongside their friends. Leaders know how to access funding when required and how this can be used to reduce barriers and meet children's individual needs.

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Leadership and governance Expected standard

Leaders typically have an accurate understanding of the setting and identify aspects of practice that require further development. They monitor staff practice and provide feedback and support. However, although leaders have identified areas that need enhancing, they do not consistently act to ensure that improvements become fully embedded in practice. Leaders need to use the information gained from monitoring more strategically so that actions taken have a timely and positive impact on children's experiences.

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Leadership and governance Expected standard

Leaders generally support staff to develop their knowledge and expertise. For example, recent Level 3 training has helped staff to think more purposefully about the experiences they provide and the benefits these have for children. Leaders have also introduced additional training and meetings for wraparound leads. The intention for this is to provide further opportunities for coaching, reflection and sharing ideas. leaders encourage staff to gain further qualifications and develop their careers. They consider staff wellbeing and workload. For example, they adapt working arrangements when individual staff require additional support.

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Leadership and governance Expected standard

Leaders work in partnership with the onsite school to support continuity for children. They communicate with school staff and share relevant information about children's experiences and needs. Leaders engage positively with parents and carers. Parents value the clear communication systems and approachable staff. They report that their children enjoy attending 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 are happy, confident and settled at this welcoming club. They quickly become involved in the experiences available and confidently share their ideas and interests with staff. Children develop warm relationships with the nurturing staff. They readily talk about their experiences at home and school, showing that they feel secure and comfortable in the company of staff. Children benefit from attending the club regularly. They become familiar with routines and develop a sense of belonging.

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Inspector:

Children enjoy exploring alongside others using the resources staff have purposefully organised. Together, they become fascinated by what happens when they mix different colours of paint together. They experiment with various combinations, watch as new colours emerge and excitedly share their discoveries with friends. Their conversations flow naturally as they compare what they have created and continue experimenting with their ideas. Children extend their exploration when staff introduce different materials, including cotton buds. They eagerly explore different ways of making marks and strengthen their fine-motor control. Children with different needs and abilities are supported to participate fully in the experiences available. They are valued as individuals.

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Inspector:

Children particularly anticipate time outdoors. They happily explore the different physical experiences available. Children use the outdoor gym equipment and practise their ball skills as they throw towards a target and catch with others. They confidently join football games, including running, kicking and controlling the ball. Children respond enthusiastically when staff join in with their play, encouraging them to become even more involved. Children develop their physical skills and confidence while enjoying being active outdoors.

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Inspector:

Children develop independence through everyday routines. At teatime, staff enable them to they make decisions about what they would like in their wraps. They organise what they need and take pride in doing things for themselves. Children benefit form opportunities to learn how to keep themselves safe. They understand the club rules, learn how to use equipment safely and know what to do in an emergency. Overall, children feel secure, included and valued. They enjoy their time at the club.

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Next steps

Leaders should review and refine daily routines to minimise the time children spend waiting and maximise their engagement. Leaders should use information from monitoring staff practice more strategically to ensure identified improvements are swiftly and consistently embedded to have a positive impact on children's experiences.

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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. Anne Dyoss

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Address:

St. Peters C of E Primary School, Main Street Stonnall WALSALL WS9 9EE

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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 : 07:40 - 08:40,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 17:00,Friday : 15:15 - 16:30

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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. 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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