Premier Education at Brambleside

Premier Education at Brambleside

Unique reference number (URN): 2752633 Address: Brambleside Community Primary School, Cleveland Avenue, Kettering, NN16 9NZ Type: Childcare on non-domestic premises Registered with Ofsted: 10/11/2023 Registers: EYR, CCR, VCR Registered person: EA Coaching Ltd

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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 Strong standard

Staff develop a very positive relationship with all the children and children behave extremely well. Staff have high expectations for children and involve them in making the rules. For example, group rules are displayed clearly on the whiteboard. These rules were created by leaders and children together. This helps children feel involved and more empowered to follow them.

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Behaviour, attitudes and establishing routines Strong standard

Children know the routines well. They calmly wait for their names to be called up for snack time and display good table manners. At the end of the session, children willingly help staff pack away the resources and help each other fill the boxes up with blocks. Staff are kind and calm towards the children and are excellent role models. This creates a calm, friendly and happy environment for children to be in.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have clear procedures in place to monitor children's attendance. They work with parents and have online systems that make it easy for parents to inform staff about when their children will not be attending that day.

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Inclusion Strong standard

The setting is an inviting and inclusive place for children to be. The staff work very closely with teachers and parents to get to know the children well and understand if they need any additional support. Support plans are in place for children with special educational needs and/or disabilities, and staff work closely with teachers, parents and staff to support children. These support plans are put up in the setting to ensure all staff are aware of what support must be given to individual children to help them thrive. All children, including disadvantaged children, are fully involved throughout the session. They participate alongside other children and demonstrate a high level of wellbeing and involvement.

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Inclusion Strong standard

Staff use visual aids and timetables to help children understand what is happening that session, as well as to express how they are feeling. For example, children point to the 'I'm hungry' card while waiting for their snack. This demonstrates how steps are put in place to help support children who may face barriers to their wellbeing, for example if they cannot verbalise their wants or emotions.

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Inclusion Strong standard

Staff are quick to identify any barriers to children's play and wellbeing. For example, when younger children struggle to settle, staff work together with parents to help the child feel welcomed. They set up small tasks that the children can complete themselves to support them in developing a sense of belonging.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported well. On arrival, children are greeted by a staff member and encouraged to express how they are feeling using an emotions poster. They also have opportunities during the day to write down worries on a worries card and give them to a staff member. These opportunities allow children space to talk about how they are feeling and get the right support from the staff. The setting has recently introduced a wellbeing area, with books, sensory toys and a tent for children to take time out of their play and regulate their emotions. Children play in this area and explore the resources. However, staff are not consistent around how they want children to use this space, which leads to some children not being able to use this space for its main purpose.

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Children's welfare and wellbeing Expected standard

Leaders and staff have created a place where children can play and socialise freely. Healthy lifestyles are promoted effectively. Children's independence is supported as they make their own snack plate with a choice of savoury food and fruits. Ample opportunities are given to the children to physically move their bodies and learn about their physical health. This encourages children to make healthy choices and live healthy lifestyles.

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Leadership and governance Expected standard

Leaders take active steps to regularly review the quality of the care provided to children. Fortnightly visits are conducted by leaders and action plans and targets are put in place. This ensures an ongoing reflective cycle, and positive changes are made. However, leaders have not yet ensured that all staff have received the training needed to make effective use of the wellbeing systems in place to consistently support children's emotional needs.

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Leadership and governance Expected standard

Staff say that they feel very supported by leaders. They feel that their workload is doable and that if they need any extra help, they could ask. Staff undergo regular supervision meetings and attend training. This ensures they have continuous professional development and grow as practitioners.

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Leadership and governance Expected standard

Staff work in strong partnership with parents and the teachers at the school. This helps support children's transitions into the setting and ensures children's information and needs are shared effectively. Parents are very happy with the level of care and attention their children receive. They comment on the positive impact the setting is having on their children's confidence.

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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 arrive at this setting happy and settle quickly. Children understand the routines well; they sit at the table ready for a snack and chat excitedly with their friends about their day. Staff have good relationships with the children and join in with their conversations.

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

Children have the freedom to explore the different areas of the environment, such as the construction area, the wellbeing corner, arts and crafts and outdoor games. Children are highly engaged and involved in these areas. Children are encouraged to join in with physical games, move their bodies and get regular fresh air.

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Address:

Brambleside Community Primary School Cleveland Avenue Kettering NN16 9NZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 10/11/2023 Staff know the children well and get out activities to help children to be engaged and creative. Children create wonderful pictures with sequins and glue and proudly show them off to the staff. Staff offer lots of praise and children say that it makes them happy. This promotes children's overall wellbeing and develops a positive sense of belonging at the setting.

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Address:

Children show they are confident. They speak and ask questions to visitors and talk about the fun they have at the club. This demonstrates that children feel safe and secure in their environment and want to share positive things about the setting.

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Next steps

Leaders should ensure staff receive training so they can make more effective use of the systems in place to support children's wellbeing.

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About this inspection

The inspector spoke with leaders and practitioners 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. Registered person: EA Coaching Ltd

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 03:15 - 06:00

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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

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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