Premier @360

Premier @360

Unique reference number (URN): 2747207 Address: School 360, 5 Sugar House Lane, London, E15 2QS Type: Childcare on non-domestic premises Registered with Ofsted: 18/07/2023 Registers: EYR, CCR, VCR Registered person: Verona Sports 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 Needs attention

Leaders do not ensure that staff implement a consistent approach to help children to understand the expectations for behaviour and routines across the session. For example, staff respond differently when children run in corridors or interrupt when others are speaking. Transitions into the club and between activities lack structure and are not managed well by staff. Routines are not embedded strongly enough to support children to move smoothly from one part of the session to the next. Some children spend long periods of time waiting for activities to begin and become disengaged. Children are unsure about staff's expectations and boundaries for behaviour. This limits children's ability to develop the habits they need to participate confidently.

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Behaviour, attitudes and establishing routines Needs attention

Overall, children get along with each other, particularly during structured activities and team games. Leaders have created a welcoming environment, and staff greet children warmly on arrival. Staff build kind relationships with children, which help many to feel settled after the school day. When staff guide activities or acknowledge children's efforts, children show positive attitudes and enjoy playing cooperatively. Leaders promote attendance and maintain safe sign-in procedures, which support children's safety and sense of belonging.

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Children's welfare and wellbeing Needs attention

Leaders do not ensure that all staff have a secure understanding of children, including those who need additional support, individual welfare and emotional needs. Staff's interactions with children are not consistently well matched to their individual needs At times, staff intervene too quickly to support children with tasks they can manage themselves, which limits their opportunities to build independence and resilience. At other times, children become hesitant or unsure, particularly when they need emotional reassurance to manage their feelings. This uneven support affects children's confidence and emotional wellbeing.

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Children's welfare and wellbeing Needs attention

Leaders have appropriate policies in place to support children's welfare, and staff create a caring atmosphere. Key persons collect the youngest children from their classroom at the end of the school day. They listen to children and offer calm reassurance, which helps them to feel comfortable in the club. Children follow simple routines that support their health, such as washing their hands before eating, and staff talk with them about making positive choices. Children benefit from movement and exercise as they take part in sports and team games. Staff supervise children appropriately and promote personal safety through secure sign-in and handover procedures.

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Inclusion Needs attention

Leaders gather relevant information about children's individual needs from families and the school. They understand which children may require additional emotional reassurance or practical support. However, leaders do not always share this information with staff who work directly with children. As a result, some children, including those with special educational needs and/or disabilities (SEND), do not always receive the support they need to take part confidently in activities and routines.

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Inclusion Needs attention

Staff do not always recognise when children require additional help or reassurance. At times, staff overlook children who need timely support, particularly during transitions or less- structured periods. At other times, staff provide support that children do not need, which limits opportunities for children to develop independence and confidence. This inconsistency means that some children, including those with SEND or those who find changes in routine difficult, experience barriers to full inclusion.

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Inclusion Needs attention

Leaders do not check systematically whether the support provided to children is effective. They do not review how well children with SEND are supported across sessions or identify patterns where practice needs to improve. Leaders have not ensured that staff receive sufficient guidance or training to help them recognise emerging needs or respond appropriately. As a result, inclusive practice varies between staff and across sessions, and weaknesses in support are not identified or addressed promptly.

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Leadership and governance Needs attention

Leaders do not have effective systems in place to ensure that statutory requirements and the setting's policies are implemented consistently across the provision. Leaders' understanding of the setting's strengths and weaknesses is not sufficiently accurate. Although leaders have taken some initial steps to address weaknesses, these have not been focused sharply enough on the areas that have the greatest impact on children's experiences. Leaders do not manage staff deployment, workload or wellbeing effectively enough to support consistent practice. For example, roles and responsibilities are not always made clear to staff and leaders do not monitor staff practice closely enough. Staff do not receive regular, focused support or feedback to help them improve their practice. As a result, leadership oversight is not strong enough to secure sustained improvement in the quality of provision.

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Leadership and governance Needs attention

Leaders provide mandatory training for staff, including safeguarding and welfare-related training. Leaders work with the school and families to gather information about children's needs. However, they do not ensure that this information is used consistently by staff to inform practice. Leaders do not check whether agreed approaches are understood or followed, which contributes to inconsistencies in the support that children receive.

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Compulsory Childcare Register requirements

This setting has not 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 not 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 greeted warmly by staff on arrival, which helps many to feel welcomed after the school day. However, the start of sessions is not organised well enough. Staff do not consistently prepare activities in advance or establish clear routines, which mean that some children wait with little to do. As a result, children can become restless or disengaged and do not always settle positively into the session.

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

Children eventually have access to a range of activities, such as drawing, reading and ball games. Some children enjoy these experiences, particularly when staff join in, praise their efforts or encourage teamwork. These interactions help children to feel valued and build confidence. However, activities are not planned or organised well enough to engage all children. At times, children move between areas without purpose or sit unoccupied because activities do not sustain their interest. Transitions between activities, including moving to group games or snack time, are not managed smoothly. These periods often lack structure and clear expectations, which lead to children waiting for long periods or feeling unsure about what to do. This reduces children's enjoyment and sense of belonging, particularly for quieter children or those who need additional reassurance.

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

Staff work with the school and families to understand children's individual needs, including those with special educational needs and/or disabilities. However, this knowledge is not applied consistently in practice. Activities, routines and support are not adapted well enough to help all children take part fully. As a result, some children, including those who are disadvantaged or need additional emotional reassurance, feel bored or less included in the session.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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Address:

School 360 5 Sugar House Lane London E15 2QS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Verona Sports Limited

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Address:

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

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About this inspection

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

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About this inspection

A quality assurance visit by an additional inspector was carried out at this 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.

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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

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 .

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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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