Little Prems 4

Little Prems 4

Unique reference number (URN): 2826294 Address: Bearwood Primary & Nursery School, Barons Road, BOURNEMOUTH, BH11 9UN Type: Childcare on non-domestic premises Registered with Ofsted: 29/01/2025 Registers: EYR, CCR, VCR Registered person: Premier Sports Bournemouth LLP

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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

Children's voices are well represented within the club. Leaders and staff work in partnership with children to plan a broad range of engaging experiences that reflect their interests. Staff monitor children's attendance closely and work with parents and the school to provide support where needed.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have created a positive and welcoming environment. Well-established routines support children to engage fully in their chosen activity. As a result, children settle quickly after the school day, behave appropriately and show respect for one another. Staff acknowledge and praise children's efforts and positive behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between staff and children are caring and secure. Staff know the children well and respond with sensitivity to their individual needs. They offer calm guidance to help children stay engaged and behave respectfully. Staff and leaders act as excellent role models, supporting children in developing social skills and positive relationships with their peers. Children collaborate well with their peers. For example, older children are encouraged to act as positive role models, supporting younger children in using technology.

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Children's welfare and wellbeing Expected standard

Relationships between staff and children are warm and supportive. Staff engage in meaningful conversations with children about their day and how they are feeling. They offer reassurance and emotional support, helping children to understand their own emotions and feel valued, and secure. Staff know children well and respond sensitively to their individual needs. They gently guide children to remain engaged and respectful.

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Children's welfare and wellbeing Expected standard

Children take part in planned computer sessions, where staff teach them how to use technology safety. Children's independence is promoted throughout the session. Staff encourage them to manage their own care needs, such as washing their hands independently. Children are supported to take responsibility for tidying up and serving their own snacks. Gentle reminders and guidance from staff help children to develop confidence and important life skills. Staff promote children's healthy eating and physical wellbeing effectively. They provide healthy food and regular opportunities for active play, including team games that children enjoy and participate in with enthusiasm.

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Inclusion Expected standard

Leaders promote an inclusive culture in which all children are warmly welcomed and supported effectively. They gather detailed information about children's needs and interests when they start, using this to help them settle quickly by planning activities that reflect their preferences. Staff continue to build on this knowledge through regular planning discussions and ongoing conversations with children to explore their interests and ideas for activities. Leaders and staff have high expectations of all children. Staff know children well and adapt their support to meet individual needs. They work closely with the school and parents to develop a secure understanding of each child's emerging needs. Staff and leaders demonstrate the skills and knowledge to support children who may face barriers to learning. For example, staff adapt interactions, where necessary, and provide quiet spaces where children can relax and regulate their emotions. As a result, children feel included and can

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Inclusion Expected standard

participate positively in all activities on offer.

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Leadership and governance Expected standard

Leaders support staff effectively. Staff speak positively about working at the setting and report feeling well supported in their roles. They access a range of training opportunities that strengthen their practice. Regular staff meetings provide leaders with opportunities to share updates, review children's needs and address emerging issues. This ensures staff feel listened to and promotes a shared understanding of effective practice. Leaders should strengthen systems for coaching and mentoring staff to further develop practice and continuously enhance the quality of children's experiences.

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Leadership and governance Expected standard

Leaders have a clear vision for their setting. They are committed to providing a safe, enjoyable environment with a wide range of engaging activities for children. Leaders demonstrate a secure understanding of the setting's strengths and take a reflective approach to improvement. They regularly consider feedback from staff and parents. As they continue to evaluate the provision, leaders should use this analysis more deliberately to drive and sustain ongoing improvement.

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Leadership and governance Expected standard

Leaders consider staff wellbeing and workload when making decisions, which helps maintain a stable and committed team. They work closely with parents and schools to ensure that children's needs are met, including those who face additional barriers. This demonstrates leaders' commitment to providing safe, responsive and inclusive care for all children.

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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 experience the club as a welcoming place, where they belong, and can relax after a busy school day. They feel safe and well supported by staff, who know them well and respond sensitively to their individual needs. Children settle quickly and benefit from having a choice of 2 main pre-planned activities each session. This helps children to feel in control, know what to expect and be ready to enjoy the session.

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

Children take part in a range of engaging activities that motivate them to have a go and persevere. For example, during a planned computer session, children use technology to share their interests and what they would like to do at the setting by creating presentation slides to share with their peers. Staff adapt their support and allow children to engage at their own pace. This helps children to feel valued and confident. Children are confident to approach staff for reassurance or help, and staff respond in a nurturing manner, supporting children's emotional wellbeing. Staff actively reinforce the safe use of technology.

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

Children always have a choice of a sporting activity each session. They are taught a range of sports and learn skills, such as working together toward a shared goal. This flexibility in choosing activities supports children in sustaining their concentration and enjoying their time in a way that suits them.

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

Throughout the session, children are supported in listening to one another, using good manners and cooperating during shared activities. As a result, children feel included, develop positive relationships and leave the club feeling happy and settled.

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Address:

Bearwood Primary & Nursery School Barons Road BOURNEMOUTH BH11 9UN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Premier Sports Bournemouth LLP

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:30,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 18:00

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Address:

Local authority: Bournemouth, Christchurch & Poole

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Next steps

Leaders should continue to develop an accurate evaluation of practice to ensure continual improvement to benefit children's development. Leaders should enhance systems for coaching and mentoring staff, to help staff to develop their practice even further and continue to improve experiences for children.

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About this inspection

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