Funsport @ Trumps GreenOfsted report card, 22 Sept 2026

Funsport @ Trumps Green

Unique reference number (URN): 2872304 Address: Trumps Green Infant School, Crown Road, Virginia Water, GU25 4HD Type: Childcare on non-domestic premises Registered with Ofsted: 27/10/2025 Registers: EYR, CCR Registered person: Pleiades Leisure 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

Staff know the children well and are kind and warm in their interactions. This helps promote a calm and respectful environment for children to relax in. Children are friendly members of this club, they make friendships across all ages. For example, older children teach younger children how to play card games. Staff are fun as they play games with the children, and this helps promote a positive play atmosphere in the club.

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Behaviour, attitudes and establishing routines Expected standard

Behaviour and routines in the club are generally well established. Staff have high expectations for children's behaviour, and they offer them plenty of praise. This typically supports children's behaviour. Staff generally use routines to support children to understand the activities on offer at the club. However, although children are engaged in their chosen play, staff interrupt children's play at these times and encourage children to tidy away their play items. Staff have not considered the number of interruptions, which means that children do not consistently develop their engagement in their chosen play. This impacts on children's behaviour as they tend not to listen at some of these times, and instead continue to play.

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Behaviour, attitudes and establishing routines Expected standard

Leaders monitor and update children's attendance closely. They ensure that parents notify them of any changes to their children's attendance at the club. This helps keep children safe.

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Children's welfare and wellbeing Expected standard

Leaders and staff take the time to get to know the children and the families well. This helps staff plan an environment that is based around the children's interests. As such, children often invite staff into their chosen games. New starters to the club are welcomed and soon engage in the activities. Staff are attentive to children's moods and emotions, offering reassurance and support. They help children to regulate their feelings in a positive way, including children who may face barriers to their play. As such, children have developed positive relationships with staff.

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Children's welfare and wellbeing Expected standard

Staff are skilful at helping children to learn how to keep themselves safe at the club. Children are eager to offer their answers for how to keep themselves safe, such as not walking around while eating, as they gather to hear what activities are on offer. This helps children keep each other safe.

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Children's welfare and wellbeing Expected standard

Leaders and staff promote the importance of a healthy lifestyle. Children all wash their hands as they arrive at the club and before snack times. Nutritious snacks are provided that cater to all children's individual dietary needs. Generally, children develop their independence. However, staff sometimes tend to do too much for children at these times, which limits their opportunities to practise self-care skills. Children also have access to a large outside play area, where they can climb, run, and play with balls. This helps children to develop their physical abilities.

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Inclusion Expected standard

Leaders place high priority on providing an inclusive club for all children to attend. They actively seek information from parents before children start at the club. This enables staff to typically make adjustments to support the needs of every child.

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Inclusion Expected standard

Staff have recently completed some training in developing their knowledge on how to support children who may have barriers to their play, including children with special educational needs and/or disabilities. Generally, this helps staff to support children's individual needs. Leaders recognise this as an area that they are developing, whereby they are continuing to mentor new staff to implement their training consistently in their daily practice.

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Inclusion Expected standard

Staff work closely with the host school, parents and outside agencies to ensure adaptations are made in the environment to support children's individual needs. For example, staff have created a calm area for children who may become a little overwhelmed at times. This helps children to regulate their emotions in a warm and calm space. Staff ensure that children have a positive experience while at the club. Children are well supported, and they enjoy play and learning.

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Inclusion Expected standard

Leaders are committed to ensuring that all children, particularly those who are vulnerable or disadvantaged, can access the enriching experiences the club offers. They work closely to ensure that parents are aware of the services they offer within the host school.

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Leadership and governance Expected standard

Leaders demonstrate a clear commitment to providing high-quality care and play experiences for the children they care for. Generally, they demonstrate a clear understanding of the club's strengths, as well as areas for development. For instance, they provide coaching and mentoring for newer staff members to support their understanding of how to implement recent training on supporting children with special educational needs and/or disabilities. However, although they have recognised some breaks in children's play within daily routines, they have not considered how this can impact children's behaviour and levels of engagement.

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Leadership and governance Expected standard

Robust recruitment systems and thorough staff induction processes ensure that all team members are well prepared for their roles. Leaders place a high priority on staff's wellbeing. Staff report that they are well supported and that leaders are a key part of the club. They say that leaders support their training needs effectively. Leaders work effectively with parents and carers, with many providing positive feedback about communication and care. They say that their children have settled well at the club and enjoy their time here. Leaders and staff have systems in place to review children's attendance to ensure that children are accounted for and safe.

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

Children have great fun at this well-organised club. They come in after a busy day at school and are met by the friendly and fun staff. Children settle quickly into their chosen play, including children with special educational needs and/or disabilities. Children have made secure relationships with the staff. They chat away with the attentive staff, who follow their interests regarding what they are going to do at the club. Children who are new to the club know the staff well and frequently invite them into their play. For example, children giggle as they take turns to throw balls at a dinosaur target, while older children write their scores down as they calculate who is the winner of the game. Children demonstrate that they feel safe and secure.

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

Children generally behave well. They take turns as they learn to play card games and play in team games such as tag. Children know to wash their hands before mealtimes as they talk about washing the germs off. They talk about the different healthy foods that they eat at mealtimes, and staff remind them to drink their water. This helps them build healthy habits for later life.

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

Children have ample opportunities to develop their physical skills. Younger children use water with paintbrushes and make marks outside. Older children run and chase each other as they play various sport games. Children benefit from the daily fresh air and regular exercise. Children develop their imaginations as they create models with play dough and as they draw and choose their favourite pictures to colour. They roar with the toy dinosaurs and are proud as they name the different species, such as the T-Rex.

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Address:

Trumps Green Infant School Crown Road Virginia Water GU25 4HD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Pleiades Leisure Limited

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Address:

Register(s): EYR, CCR Leader monitor children's attendance and work closely with parents and the host school, where children also attend some extra-curricular clubs. This ensures that children are accounted for and kept safe.

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Next steps

Leaders should continue to develop routines in the club so that staff do not interrupt children's play. Leaders should support staff to continue to develop children's independence at mealtimes.

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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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 09:00,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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