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Future Stars Coaching at Almondsbury CofE Primary School

Future Stars Coaching at Almondsbury CofE Primary School is a day nursery in Bristol for children aged 4 to 11, with 20 registered places. Ofsted report card, 25 September 2026: Expected standard in 4 areas; safeguarding standards met.

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

Key facts

Type
Day nursery (Full day care) (Ofsted childcare register, as at 30 June 2026)
Ages
4 to 11 (Ofsted childcare register, as at 30 June 2026)
Registered places
20 (Ofsted childcare register, as at 30 June 2026)
Registered
13 January 2025 (Ofsted childcare register, as at 30 June 2026)

Opening hours

Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 18:00

Source: Ofsted report, inspection on 25 September 2026

Who runs it

Future Stars Coaching at Almondsbury CofE Primary School is run by Future Stars Coaching Ltd (Ofsted register).

Latest inspection

  • Inclusion: Expected standard
  • Behaviour, attitudes and establishing routines: Expected standard
  • Children's welfare and wellbeing: Expected standard
  • Leadership and governance: Expected standard
  • Safeguarding standards met

Source: Ofsted, inspection on 25 September 2026. Contains public sector information licensed under the Open Government Licence v3.0.

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.

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.

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.

What Ofsted found in each area

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

What the setting must and should do next

The provider should:

  • 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.

Ofsted's words, from the report on the inspection on 25 September 2026. Read the full report on the Ofsted website. Contains public sector information licensed under the Open Government Licence v3.0.

Ofsted report cards (England, from November 2025)

Since 10 November 2025 Ofsted has graded nurseries and pre-schools on a report card. There is no single overall grade. Instead, each of six areas gets one of five grades: Exceptional, Strong standard, Expected standard, Needs attention, Urgent improvement.

The six areas are inclusion; curriculum and teaching; achievement; behaviour, attitudes and establishing routines; children's welfare and wellbeing; leadership and governance. Safeguarding is judged on its own, as met or not met.

Expected standard means the setting does what Ofsted expects of every setting. Strong standard and Exceptional are above that; Needs attention and Urgent improvement mean Ofsted found things the setting has to put right.

Source: Ofsted reports

Funded childcare hours in England

All 3 and 4 year olds in England can get 15 hours of free childcare a week, for 38 weeks of the year.

Working parents of children aged 9 months to 4 years old can get 30 hours of free childcare a week for 38 weeks of the year (Free Childcare for Working Parents), if they meet the earnings rules. You confirm your details every 3 months.

Some 2 year olds can get 15 hours a week when the family gets certain kinds of extra support.

The hours are used at a registered provider that offers them, so ask each nursery how it offers the funded hours.

Source: GOV.UK: Free Childcare for Working Parents, check if you're eligible · GOV.UK: Free childcare and education for 2 to 4 year olds (checked 31 October 2026)

Other nurseries nearby

Schools nearby

Future Stars Coaching at Almondsbury CofE Primary School on the Ofsted website