Future Stars Coaching at Wrington CofE Primary SchoolOfsted report card, 30 Sept 2026

School

Unique reference number (URN): 2816497 Address: Wrington C Of E Primary School, School Road, Wrington, Bristol, BS40 5NA Type: Childcare on non-domestic premises Registered with Ofsted: 31/10/2024 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

Staff get to know the children well at this small, friendly club. They form supportive relationships with them. They help children feel happy and enjoy their time here. Staff generally support children's attendance and involvement well. They take the time to help new children settle. They liaise with parents and carers to gain plenty of information to help them support children's needs and any barriers they have to their attendance. They lead suitable routines, letting children know what they will be doing next, giving them reminders on how long they have in activities and helping them to be prepared for the next activity. This helps to promote a calm atmosphere. Staff generally support children's behaviour well. They watch and observe children and help them work together on tasks, such as tidying away the toys or sharing resources. They give children reminders to help them appreciate others' needs and promote kind behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Staff help the different ages of children to join in on group games together. They provide extra support to the younger ones, such as a reassuring hand to hold as they run across the field in the game. Overall, staff interact suitably with children, to help them gain confidence and join in with activities. However, during periods of children's free play, some staff lack confidence in their interactions and are not as successful in engaging children in activities for continued periods. Children then sometimes lose interest and look around for other things to interest them.

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Children's welfare and wellbeing Expected standard

Staff typically interact with children effectively. They are kind and caring and show genuine interest in the children. They get to know children and form effective relationships with them. They welcome children and offer them support or reassurance if needed. Leaders and staff support children's emotional wellbeing. They check on children, encouraging them to talk about their feelings. Staff set up a 'quiet area' within the hall. They appreciate that children might be tired after school, particularly the young ones who might struggle with their new longer days. This helps children's physical and emotional wellbeing.

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Children's welfare and wellbeing Expected standard

Staff support children to lead healthy lifestyles. They provide children with time outside to keep them active and help them to enjoy physical exercise. Children develop their skills in fun, popular games. Staff provide healthy options for children's meals. They lead positive discussions about healthy food and encourage children to drink water to stay hydrated. Staff support children's dietary needs, including any food allergies and health needs. They undertake specific training and meticulously follow procedures for these to keep children safe. They continue to be vigilant in their support for children. Staff tell children about the boundaries in place for their safety. However, during some group discussions, staff do not clearly explain expectations to children and help them understand and follow procedures independently.

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Inclusion Expected standard

Leaders and staff value each child as an individual. They appreciate children's different circumstances and the importance of outlining any additional needs children may have or support their families may need. Leaders have beneficially increased their focus on gaining more information from parents and carers on children's circumstances, individual interests and needs. This is both before children start as well as periodically, such as when they return to the club after the summer break. This helps staff to support any additional needs that children may have and work to reduce any barriers to children's attendance and wellbeing. At times, staff use this information effectively. They typically adapt their approach to children's changing needs and interests and involve them in the club's sessions.

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Inclusion Expected standard

Leaders and staff liaise with parents to minimise any issues that may affect children's attendance or involvement in activities. They communicate with parents regularly to help them adjust any support as needed, particularly when children are new to the setting. Staff undertake additional training to support children's specific needs as necessary, such as any medical or dietary requirements that children may have. They are conscientious in following procedures. They ensure that all children are well cared for and effectively supported at the club, despite any barriers children may have to their attendance.

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Leadership and governance Expected standard

Leaders effectively manage the club and support staff. They observe practice, working with the staff team to outline areas of improvement. They have effective recruitment and induction processes. They provide ongoing support to staff, hold regular meetings and provide training opportunities. For example, staff undertake mandatory and additional training to develop their skills. Additionally, apprentices are mentored weekly by senior staff in focused and targeted sessions. This helps to develop their skills effectively and supports their work towards their qualifications.

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Leadership and governance Expected standard

Leaders and staff beneficially liaise with parents and carers and teachers at the school. For example, they communicate about children's needs and make sure they all share any changes in the support that children require. Senior leaders evaluate practice, liaising with each other to focus on all aspects they have outlined as a company, introducing new and enhanced practices across all of their settings. For example, they have increased the information they gain from parents. Leaders and staff get to know children's needs in a little more depth and more frequently. This then helps staff to outline any additional needs that children may have and adapt their support appropriately.

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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 receive a warm welcome from staff. This helps new children to relax, settle into the club session and supports their wellbeing. Children form useful bonds with staff, as staff

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Inspector:

spend time getting to know them and offer them support. Staff are vigilant in their monitoring of children's welfare. They closely follow children's dietary requirements and any health needs. Children are reassured by their close support and show that they feel safe and are happy. New children explore with increasing confidence and start to ask staff for things they want.

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Inspector:

Children easily find activities and resources to interest them. They generally engage in activities well. Some construct with different materials, building towers. Children enjoy creating, discussing their plans with each other. Younger children enjoy watching what the older ones are doing, and following their lead, they too create designs and draw items. Children appreciate having a space to relax after their day at school. Younger children particularly find this beneficial. They are a little tired as they get used to their new day and time at the club and spend time relaxing and recharging. Children enjoy being active outside on the school field later in the session. They have great fun as staff adapt popular games such as 'cross the golden river', adding in further challenges and skills. Children skip, jump and giggle as they try different movements, such as walking on their heels.

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Inspector:

Children generally follow boundaries and routines well. They help to tidy away toys and resources when it is time to go outside or before mealtimes. They develop a sense of belonging during these times, working together on their shared goal. Children are typically well involved in club life. Staff support an inclusive club, such as by making sure that all children are included and feel welcome at the main table at mealtimes.

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Next steps

Leaders should increase the effectiveness of staff interactions with children during free play to more readily engage children in activities and extend their involvement further. Leaders should help staff extend their explanations to children of routines, practices and expectations, so that children can understand these more fully and then follow these independently.

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About this inspection

The inspector spoke with the leaders, staff and children during the inspection and considered parents' and carers' written views.

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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. Rachel Parker

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Address:

Wrington C Of E Primary School School Road, Wrington Bristol BS40 5NA

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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 : 15:15 - 17:30

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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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