Time4Sport at Churchfields PrimaryOfsted report card, 29 Sept 2026

Time4Sport at Churchfields Primary

Unique reference number (URN): 2890010 Address: Churchfields Primary School, School Street, Chesterton, Newcastle, ST5 7HY Type: Childcare on non-domestic premises Registered with Ofsted: 07/04/2026 Registers: EYR, CCR, VCR Registered person: Time 4 Sport Uk Ltd

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Expected standard

Leaders generally establish clear expectations for children's behaviour. Staff explain the club rules at the start of session and help children understand what is expected of them. Children typically respond well. They are respectful towards staff and each other and develop positive relationships. Staff model positive behaviour and help children learn to share and take turns. They adapt their approach for children who need additional support to manage their behaviour and emotions.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff are enthusiastic and actively engage alongside children in activities. Their positive interactions help to sustain children's interest and encourage them to participate. Leaders also enable children to book in advance for their preferred types of activity. This helps staff provide experiences that reflect children's interests and encourages them to participate

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders promote positive habits around attendance and punctuality. For example, during holiday provision, staff encourage children who arrive late to acknowledge their lateness and understand why arriving on time is important. This helps children develop positive habits for the future.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders have established routines that generally support the smooth running of the club. However, some routines are not as effective as possible. At arrival and collection times, children sometimes spend time waiting with little to engage them. This reduces opportunities for children to remain purposefully engaged throughout the session.

p.2

Children's welfare and wellbeing Expected standard

Leaders and staff establish warm, caring relationships that help children feel safe and secure. They supervise children effectively and respond promptly when children need help. Staff provide first aid when required and follow established procedures to record accidents and share information with parents and carers.

p.2

Children's welfare and wellbeing Expected standard

Leaders recognise the importance of helping children understand how to make healthy choices. Staff use games and activities to help children learn about healthy food, drinking enough water and looking after their bodies. They adapt these experiences so that younger children can understand the messages being shared. However, opportunities for children to develop healthy lifestyles are not yet fully embedded. Leaders do not consistently reinforce healthy choices throughout the provision. For example, children have few opportunities to make nutritious food choices at meal and snack times. As a result, children do not consistently develop an understanding of healthy eating habits that support their wellbeing. Staff's planning for outdoor experiences is not yet consistently embedded. This means that opportunities for children to benefit from outdoor play can vary.

p.2

Children's welfare and wellbeing Expected standard

Staff typically support children to manage their emotions and interactions with others. They calmly help younger children to understand sharing and turn-taking. Where children need additional help to regulate their emotions, staff work with families and schools to use familiar and consistent approaches. This helps children who may face barriers to their wellbeing to feel secure and participate alongside their peers.

p.2

Inclusion Expected standard

Leaders are committed to ensuring that children who face barriers to their wellbeing are included in the club. They generally gather a range of information about children and work with parents, carers and teachers at school to understand children's individual requirements. When additional needs become apparent, leaders work with parents and teachers to understand these and adapt their approach.

p.3

Inclusion Expected standard

However, arrangements for establishing essential information about children are not yet fully embedded. At times, key information about children's individual circumstances is overlooked and becomes known only as staff get to know them. Leaders do not make full use of their established partnerships with parents and staff at the schools children attend to identify and address potential barriers from the outset. This means that staff are not always as well prepared as possible to meet children's individual needs from the start.

p.3

Inclusion Expected standard

Staff typically use strategies consistent with school when supporting children's additional needs. Leaders consider carefully the additional support children may need to participate safely. They complete individual risk assessments, make appropriate adaptations and, when necessary, provide additional staff. They also work with leaders at school to help families use available funding when they need support with wraparound care.

p.3

Leadership and governance Expected standard

Leaders generally evaluate the provision accurately and use their findings to make improvements. For example, their monitoring identified that the practical arrangements for children arriving at the club were not working as smoothly as they could. Leaders adapted these arrangements, making the transition from school into the club more straightforward for children. However, leaders monitoring of staff practice is not yet sufficiently comprehensive to identify where all aspects of the provision can be improved. Consequently, areas for development are not consistently identified and addressed swiftly. This means the best- quality practice is not fully embedded across the provision.

p.3

Leadership and governance Expected standard

Leaders prioritise staff's professional development. Regular weekly training keeps safeguarding at the forefront of staff's practice and develops their expertise in areas, such as sports coaching. Training is practical and relevant. For example, leaders help staff explore how activities can be adapted to meet children's different needs. Leaders support staff to gain further qualifications and provide appropriate release time for those completing apprenticeships. They enable staff to manage their workload alongside their professional development.

p.3

Leadership and governance Expected standard

Leaders establish positive relationships with parents and carers. They provide clear information about the club and its arrangements so that families know what to expect. The regular communication keeps parents informed about the activities and experiences available to their children, including through sharing photographs of what children have been doing.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children like attending the club and talk enthusiastically about the activities they enjoy best, including 'zombie dodgeball'. They eagerly and confidently explain the rules. Children have warm relationships with staff. Conversations flow easily between them and children readily invite staff into their play. Children show that they feel safe and secure with staff. For example, they seek to remain close to familiar staff as they move between different activities.

p.4

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

Children have plenty of choice about how they spend their time. Those who face barriers to their wellbeing are well considered and included in the club activities. Children are encouraged to contribute ideas about what they would like to do and staff use these to shape future activities. Children are active and purposeful in their play. They sustain their interest in the activities they choose because staff understand what interests them and provide play experiences they know children will enjoy. For example, children become absorbed in exploring dough. They use scissors and tools to cut and shape the dough as they explore their own ideas. The small-world play captivates children's interest as they use puppets and other familiar resources to recreate scenes from well-known stories and develop stories of their own. Children become absorbed in their imaginative play as they explore familiar ideas and take their play in new directions.

p.5

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

Children enjoy opportunities to be physically active. They energetically join in with action games and dodgeball. During team-building games, children work in pairs to navigate obstacle courses while responding to signals from their friends. Children learn to cooperate, take turns and experience winning and losing within friendly competition.

p.5

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

Children benefit from opportunities to be independent during everyday routines. They pour their own drinks, spread margarine on their toast, collect plates and help to tidy away. Children understand the rules and expectations of the club and behave well.

p.5

Next steps

Leaders should enhance their monitoring of staff practice so that areas for improvement are identified and addressed swiftly and the best-quality practice is consistently embedded across the provision. Leaders should strengthen arrangements for gathering comprehensive information about children so that potential barriers are identified from the outset. Leaders should extend opportunities for children to develop healthy lifestyles, including greater consistency in the planning of outdoor play.

p.5

About this inspection

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

p.5

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.

p.5

Address:

Churchfields Primary School School Street, Chesterton Newcastle ST5 7HY

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

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

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8