Premier @ Croughton

Premier @ Croughton

Unique reference number (URN): 2864220 Address: Croughton C Of E School, High Street, Croughton, Brackley, NN13 5LT Type: Childcare on non-domestic premises Registered with Ofsted: 02/10/2025 Registers: EYR, CCR, VCR Registered person: EA Coaching Ltd

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding. This puts children at significant risk of harm. Staff understand how to identify if children are at potential risk of harm. However, leaders and those responsible for the governance of the setting do not ensure their safeguarding responsibilities are carried out effectively. For example, they do not act on concerns being raised about children's safety or report concerns to appropriate agencies. This puts children at risk of harm. Leaders do not have effective systems in place to manage the supervision, support and monitoring of staff.

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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

Staff encourage children to listen and follow the host school's behaviour strategies. Overall, children behave well. However, weaknesses in leaders' expectations of how behaviour is managed lead to inconsistencies in staff practice. For example, leaders do not offer effective support to staff on how to manage children's behaviour, including children with special educational needs and/or disabilities. This means that some behaviours, such as when children use unkind words or actions towards others, are not always addressed.

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Behaviour, attitudes and establishing routines Needs attention

Leaders have not worked with staff to establish effective routines. At times, the room is chaotic, and children do not always know what is expected of them. This lack of communication means that, when there is a change of activity, such as when children arrive or when snack time ends, children do not know what to do. This leads to them becoming disengaged and not wanting to take part in some activities.

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Behaviour, attitudes and establishing routines Needs attention

Attendance is monitored well by staff, who follow up on any absences with parents and the host school. Staff promote children's attendance and are warm, friendly and welcoming.

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Inclusion Needs attention

The arrangements in place to support children with special educational needs and/or disabilities (SEND) are not fully effective. Staff initially identify children with SEND through discussions with parents and teachers prior to them starting at the setting. However, staff do not typically support children with SEND to meet their individual needs. This is due to leaders not providing staff with support and coaching to effectively manage children's behaviour. This impacts on the progress children with SEND make, as staff cannot meet

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Urgent improvement

their varying needs or manage negative behaviours effectively.

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Urgent improvement

Some staff have gained knowledge and skills from other settings they work at, which helps them to offer some support to children with SEND. However, not all staff have the skills required to meet all children's needs. This means practice is not consistent across the staff team. Staff do not obtain all relevant information from the schools that children attend, such as education, health and care plans, to enable them to offer the required support children need. Despite this, all staff supporting children with SEND develop positive relationships with them and make them feel welcomed at the club.

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Children's welfare and wellbeing Urgent improvement

Risk assessments are not effectively carried out by leaders and staff. For example, items used for snack time, such as a toaster, are left unsupervised where children play and are not put away after use. In addition, children are not fully supervised when eating. There are times when children are left alone, and this means that staff will not be alert to the possibility of children choking. This puts children at potential risk of harm.

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Children's welfare and wellbeing Urgent improvement

Older children settle well at the club and are familiar with the staff who also work at the school they attend. However, younger children's emotional wellbeing is not promoted effectively. There is no key-person system in place for those who are in the early years age group. This means younger children do not receive individual support to help them become familiar with the setting so they can confidently take part in activities on offer. Staff try hard to support children with special educational needs and/or disabilities. However, the lack of support for staff has an impact on how well they respond to their individual needs.

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Children's welfare and wellbeing Urgent improvement

Staff understand the importance of encouraging children to be physically active. They provide space for children to play outside after a busy day at school.

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Leadership and governance Urgent improvement

Leaders do not identify weaknesses in safeguarding practice and do not ensure procedures are followed. Although safeguarding systems are in place, staff are not confident in how to use them effectively. Staff do not feel confident that appropriate action will be taken when they share concerns about children's welfare. Furthermore, leaders lack oversight of the setting's weaknesses, including ensuring the environment is safe for children. This means children's safety is compromised.

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Leadership and governance Urgent improvement

The lack of support from leaders has a negative impact on staff wellbeing. There is a lack of consistency in the care children receive, and this leaves some children feeling unsettled. In addition, leaders fail to respond to staff requests such as obtaining basic resources for children to use when they attend the setting.

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Leadership and governance Urgent improvement

Staff supervision, support and coaching are not effective. For example, leaders do not ensure a manager is available to supervise and support staff to carry out their roles successfully. This has a negative impact on the children who attend, particularly those with special educational needs and/or disabilities.

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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's safety is not assured. Staff are not confident on the procedures to follow to report any concerns they may have about children's safety. Risk assessments are not carried out effectively. Staff are not deployed to fully promote children's safety, such as when they are eating.

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

Routines are not consistently followed, which disrupts the quality of children's experiences. This impacts negatively on children's behaviour, including children with special educational needs and/or disabilities (SEND). Younger children are not assigned a key person to help them to develop secure attachments and to engage fully in activities offered. The arrangements for children with SEND are not fully effective. Information about their individual needs is not always obtained, and staff do not have the skills required to meet their individual needs.

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

Despite these weaknesses, the setting offers a welcoming environment where children settle quickly. Children are excited as they arrive. Older children share close relationships with their peers and staff. Staff chat with older children about their day at school, and children respond confidently, showing the secure relationships they share with staff.

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

Children enjoy time with their friends at the setting. They make choices in their play and select resources with ease. For example, some children choose to take part in games outside, while others use their creative skills and imagination during craft activities. Children are developing their independence. For example, they meet their own care needs and manage their own belongings. Staff monitor children's attendance and follow up on any absences.

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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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meet their individual needs

ensure staff are within sight and hearing when children are eating 06/03/2026

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Address:

Croughton C Of E School High Street, Croughton Brackley NN13 5LT

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Address:

Type: Childcare on non-domestic premises

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About this inspection

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

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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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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 : 07:30 - 08:40,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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