Premier Education WAC @ Westgate Academy

Premier Education WAC @ Westgate Academy

Unique reference number (URN): 2857023 Address: Westgate Academy, Westgate, Lincoln, LN1 3BQ Type: Childcare on non-domestic premises Registered with Ofsted: 24/09/2025 Registers: EYR, CCR, VCR Registered person: Multi Sport Pro 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 Expected standard

Staff provide children with a warm and welcoming environment. Relationships between staff and children are well established and are based on mutual respect. Staff know children well and respond to their individual needs, offering comfort when needed. They adapt their language when communicating with children to ensure it is appropriate for children's age and abilities. Children are eager to share their daily achievements and ideas with the staff team.

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Behaviour, attitudes and establishing routines Expected standard

Generally, staff have high expectations of children's behaviour and praise their achievements. Older children act as positive role models for younger children, helping them to participate in physical games. This helps to raise children's confidence and self-esteem. During some parts of the daily routine, staff do not support children's behaviour consistently. For example, when lining up to go outside some children become disruptive and this results in other children becoming less settled.

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Behaviour, attitudes and establishing routines Expected standard

The staff recognise the importance of promoting regular attendance and following up with parents when children unexpectedly miss booked sessions. This contributes to promoting children's welfare.

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Children's welfare and wellbeing Expected standard

Leaders and staff create a warm and welcoming environment. They work effectively as a team to create an environment, where children feel valued and safe. Relationships between staff and children are positive. The key-worker system is effective, and children know who to approach for comfort and reassurance to manage their emotions. This contributes to promoting children's wellbeing. Children seek out staff, inviting them to play games that promote their health and physical skills. Children play cooperatively together, reminding one another of the safety rules to follow.

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Children's welfare and wellbeing Expected standard

Typically, children respond well to the routines in place, for example children independently organise their personal belongings on arrival. Although, at times, staff do not always fully support children during some transitional times. For instance, at snack time, a lack of organisation results in some children wandering off unnoticed. Staff do not provide children with a clear enough understanding of the expectations to keep them engaged.

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Inclusion Expected standard

Leaders and staff are committed to providing a fun and inclusive environment for all children, where their uniqueness is celebrated. This includes those with special educational needs and/or disabilities and those who face other barriers to their wellbeing. Staff work closely with both the infant school and the host school that they provide wraparound care for. Overall, staff know children well. They understand children's interests and what motivates them. They use this information to support children and plan activities to promote children's engagement at the club. Staff quickly recognise when children need additional support. For example, during busy periods when children find the environment overwhelming, staff adapt their interactions and provide them with tailored support.

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Inclusion Expected standard

Leaders work effectively with families and others. They follow guidance and strategies from other professionals, contributing and making referrals.

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Leadership and governance Expected standard

Leaders aim to provide children with a safe and fun environment that prioritises positive and nurturing relationships. Staff wellbeing is high and the team feel supported by the leadership team. Leaders and staff are reflective and understand the setting's strengths and areas to develop. Partnerships with parents are positive and a strength of the setting that helps to promote consistency in the care children receive.

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Leadership and governance Expected standard

Staff benefit from regular supervisions sessions, which allows them to discuss any concerns they may have. Staff have opportunities to develop their knowledge and skills through accessing bespoke training. For example, recent training has developed staff's skills on supporting children's physical abilities. To further develop the club leaders should support staff practice through minor inconsistencies to help them better to manage times of transition more effectively for 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 show confidence as they happily arrive at the out-of-school club. This includes the youngest children, who walk from the local primary school. The youngest children understand staff's expectations as they join hands with their friends to safely walk to the host school.

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

Children settle quickly and are eager to see their friends. They spend time chatting about their day as they wait for others to arrive. Children respond positively to staff greeting them, showing the positive relationships they have with them. Staff know children well. This includes identifying children's interests and how to support their emotional needs. Children have the confidence to share with staff how they are feeling and what support they need. For example, children access a quiet space to relax.

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

Children demonstrate their growing independence as they select from the wide range of resources and games that staff provide. Children play cooperatively with their friends as they share and take turns with minimal support. Staff plan weekly age-appropriate activities that develop throughout the week, building on children's knowledge and skills. For example, children develop their understanding of animals as they create masks. This develops into children designing animal puppets that they use to create their own stories.

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

Staff support children with special educational needs and/or disabilities well within the provision. They gather all relevant information from parents and teachers to understand how they can support their individual needs.

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Address:

Westgate Academy Westgate Lincoln LN1 3BQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Multi Sport Pro Limited

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Next steps

Leaders should ensure that clear and consistent routines are in place to support children during transition times, such as moving between activities, so that all children feel settled and know what to expect.

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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. 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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