Future Stars Coaching at Almondsbury CofE Primary SchoolOfsted report card, 25 Sept 2026

Primary School

Unique reference number (URN): 2824187 Address: Almondsbury C of E VC Primary School, Sundays Hill, Almondsbury, BRISTOL, BS32 4DS Type: Childcare on non-domestic premises Registered with Ofsted: 13/01/2025 Registers: EYR, CCR, VCR Registered person: Future Stars Coaching 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

Leaders establish clear routines for the club and staff generally implement these consistently. At the start of the session, children have a short period to settle and relax before staff bring the group together and explain the activities available. Staff organise themselves across different play areas and communicate when groups separate. Children understand the structure of the session and generally cooperate well with staff and each other.

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Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes to their time at the club. They readily engage in activities they choose and sustain their interest. Staff respond calmly when difficulties arise. For example, when disagreements occur during football, staff address these appropriately and share relevant information with parents at collection. Staff recognise that children of different ages may need time to settle following the school day and take this into account when organising the session.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have clear arrangements for attendance and collection. Staff know which children are expected and check with school staff when a child does not arrive as anticipated. Most routines work effectively. However, staff do not always organise transitions between activities as smoothly as they could. For example, some practical arrangements are made once children have already begun moving between areas. This can interrupt the smooth flow of the session.

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Children's welfare and wellbeing Expected standard

Leaders promote a caring approach that supports children's physical and emotional wellbeing. Staff generally know children well and recognise how they may feel after a full day at school. They give children time to relax and respond sensitively when they seek help, reassurance or conversation. Children are comfortable approaching staff and receive a warm response when they do. This helps them feel secure and cared for during their time at the club.

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Children's welfare and wellbeing Expected standard

Staff typically respond appropriately to children's physical needs. They recognise when children may be tired or hungry and provide a structured snack later in the session. Children wash their hands before sitting together to eat fruit and wraps. Staff join in relaxed conversations with children as they eat, helping to make this a calm and sociable part of the session. Staff know relevant information about children's individual health and care needs and adapt their care accordingly.

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Children's welfare and wellbeing Expected standard

On the whole, staff balance children's need to relax with their desire to be active after school. They remain attentive to children throughout the session and respond promptly when they need assistance or comfort. This generally responsive approach supports children to feel comfortable, cared for and emotionally secure.

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Inclusion Expected standard

Leaders promote an inclusive approach and ensure that staff understand children's individual circumstances and needs. Staff gather information from families and school staff and know about children's health needs, family circumstances and emerging special educational needs and/or disabilities (SEND). They recognise that starting school, attending wraparound care and managing busy environments can present challenges for some children. Staff use this knowledge to help children settle and participate in the club.

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Inclusion Expected standard

Staff share information with relevant school professionals when children with SEND may need further support. This helps them build a fuller picture of children's circumstances and respond consistently to their needs. Leaders have recently introduced a form for parents to provide information about children's interests, experiences, medical information and SEND. This strengthens the information available to staff when considering how best to support individual children.

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Inclusion Expected standard

Staff generally encourage children to make choices about their time at the club. However, they do not always adapt their interactions when seeking the views of younger children. For example, during whole-group discussions, some younger children do not communicate their preferences as readily as others. Consequently, their views do not always influence their experiences as fully as they could. Leaders recognise that staff can use a wider range of approaches to hear all children's views.

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Leadership and governance Expected standard

Leaders maintain effective oversight of the club. Senior leaders visit the provision each term and use quality assurance activity to review areas including children's welfare, safeguarding and the experiences provided. Staff receive written feedback following these visits. Leaders monitor staff suitability and training and maintain regular contact with those responsible for the day-to-day running of the club. This helps them keep an informed view of practice across the provision.

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Leadership and governance Expected standard

Staff generally feel well supported in their roles. Leaders provide regular check-ins, team meetings and twice-yearly professional development. Staff completing apprenticeships receive support alongside their formal training and are given guidance as they take on greater responsibility. Staff say that leaders are accessible when they need advice and value the feedback they receive. This supports their professional development and confidence in their roles.

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Leadership and governance Expected standard

Leaders use recruitment, induction, training and observation to develop staff knowledge and expertise. They maintain positive links with the school and seek feedback from parents about their experiences of the club. Leaders consider this feedback when reviewing the provision and identifying improvements. This helps them remain responsive to children, families and staff as they continue to develop 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 and settled at this welcoming after-school club. They have time to relax and unwind following the school day before choosing how to spend their time. Children enjoy a range of active, imaginative and quieter experiences. For example, they play football, create imaginary houses and castles using tyres, complete puzzles or relax with books. They confidently play alongside children of different ages and become absorbed in activities that interest them. During physical play, children test their abilities on climbing and balancing equipment. Staff remain nearby to offer guidance, which helps children develop confidence in managing appropriate risks.

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

Children develop warm relationships with staff and feel secure in their care. They readily approach familiar adults when they need help or reassurance. Staff know children individually and generally respond well to their differing needs. Younger children receive additional support as they adjust to the longer day that comes with starting school. Children who find busy environments more difficult can use a quieter space to relax. This helps them feel included and comfortable within the mixed-age group. Children enjoy relaxed conversations with staff and friends, including while eating together. They confidently talk about experiences that are important to them.

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

Children generally behave well and understand what staff expect of them. They confidently explain what it means to be 'ready, respectful and safe' and respond positively to adults' guidance. Children experience a consistent handover from school into the club, with staff accounting for those expected to attend. They have a say in the activities they take part in and readily communicate their choices. Children proudly share what they have been doing with their parents when they are collected. Parents value the positive relationships staff develop with their children and describe how staff help them feel welcome and build confidence.

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Next steps

Leaders should continue to refine routines so that transitions are smooth and children's needs are consistently anticipated. Leaders should further develop how staff seek younger children's views so that their preferences meaningfully influence their experiences.

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About this inspection

The inspector spoke with leaders, staff, children and parents and/or carers during the inspection.

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Address:

Almondsbury C of E VC Primary School, Sundays Hill Almondsbury BRISTOL BS32 4DS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Future Stars Coaching Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 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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4 to 11

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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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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