Premier Education Camp at The Langley Heritage Primary School

Primary School

Unique reference number (URN): 2783836 Address: The Langley Heritage Primary, Kennett Road, Slough, SL3 8EQ Type: Childcare on non-domestic premises Registered with Ofsted: 19/03/2024 Registers: EYR, CCR, VCR Registered person: Physical Development 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 Expected standard

Behaviour and routines in the setting are generally well established. Staff have clear routines and overall high expectations in place that typically support children's behaviour. Children learn manners, respect and politeness. They benefit from a positive environment, where they develop positive interactions and relationships with their peers and others. Older children are kind and helpful to the younger children as they include them in the various activities. However, sometimes, during large-group games, staff do not identify when to adapt the activities. This means that these go on too long for some children. As such, some children become distracted and are not always clear of the behaviours expected of them.

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Behaviour, attitudes and establishing routines Expected standard

Clear routines support children to manage daily transitions. Staff revisit the timetable of the club so that children are familiar with the planned transitions of the day, such as snack and mealtimes. This helps children develop an awareness of the structure of the day, supporting their positive behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have robust systems in place to monitor children's daily attendance at the holiday club. They make their expectations clear to parents before children start at the club and follow the procedures in place to promote regular attendance. This helps ensure the ongoing safety of children.

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Children's welfare and wellbeing Expected standard

Children thoroughly enjoy attending the club. They quickly engage in conversations with staff and eagerly ask what activities they will taking part in today. Furthermore, children ask if the club is also on the next day and cheer when staff tell them that it is. Staff offer a range of activities throughout the day, with a focus on physical development. Children have ample opportunities to learn new skills, such as playing tennis, ball games and climbing skills on the various rope bridges and climbing walls. Key staff mostly support younger children through their day. However, sometimes, staff do not recognise when younger children would benefit from their interactions to help them fully participate in some planned activities.

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Children's welfare and wellbeing Expected standard

Children benefit from a safe and secure environment. Staff ensure that they complete rigorous daily risk assessments across the site. This helps monitor the safety of the site. Staff help children to remember to wash their hands before mealtimes and why this is important. Mealtimes are well organised and a social occasion, children chat away with staff about their day. Staff are vigilant and remind children about food and allergy safety, they monitor children's lunch boxes to ensure that children are kept safe. Furthermore, staff use mealtimes to talk with children about the benefits of healthy eating.

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Inclusion Expected standard

Staff know children and families well and respond successfully to their individual needs. From the outset, leaders gather information from parents to help them identify any children with special educational needs and/or disabilities (SEND) or those from disadvantaged backgrounds. Staff are proactive in removing barriers to participation. For example, staff reflect on the calm spaces they plan to help children regulate their emotions. They seek regular feedback from the children to ensure that these are meeting their needs. This embraces children's voices in their own care needs and promotes an inclusive environment.

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Inclusion Expected standard

Generally, staff ensure children of all ages can access all activities. They consider the different adaptations to the games and equipment to support the children who attend the club. However, occasionally staff do not manage some children's lively behaviour fully to support younger children's confidence during some large-group games.

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Inclusion Expected standard

Leaders work closely with the local authority and professionals to gain advice and support. Additional funding is used thoughtfully to provide eligible children with hot meals while at the club. Leaders ensure they target staff training to help staff deepen their knowledge of how to support children with SEND. Staff report this has been very helpful and has broadened their knowledge of how to support them in meeting the individual needs of children.

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Leadership and governance Expected standard

Leaders implement effective recruitment and induction procedures for new staff. They have robust systems in place to monitor staff practice. Leaders ensure that they have regular staff meetings and provide staff with training to support the delivery of the play provision. Partnerships with the parents are effective. Staff are highly effective at communicating with parents. This ensures continuity in children's care is maintained.

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Leadership and governance Expected standard

Although leaders have systems in place that help them review and evaluate the club, these are not yet fully embedded. However, leaders do recognise the strength of the club and some improvements. Due to the club running for short periods of time, they have not considered how to adapt their systems to precisely identify any areas of improvement. That said, leaders are reflective and have plans in place to strengthen the oversight of the club.

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Leadership and governance Expected standard

Leaders place high priority on staff wellbeing. Staff report that they feel valued and supported in their roles. Leaders offer staff professional development opportunities. For example, staff report how the training, both online and face to face, has supported them to consider how to support children's individual needs, in particular children with special educational needs and/or disabilities.

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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 excited at this holiday club. Staff greet children warmly and check how they are feeling, ready for their day. Children are confident and know the routines well. For instance, they place their belongings in the designated area and settle quickly into the games on offer. The familiar start to the day helps children develop a sense of belonging and feel safe. Children are confident members of the club. They share their ideas and views about where they want to play. Staff are respectful of the children's choices and provide them with the various resources they want to play with. Staff are fun and take part in various sports games, such as football. This helps children engage and develop healthy habits through regular exercise.

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

Staff support younger children as they create paintings. Their interactions are kind. They follow the children's ideas as they explore how to create different colours by mixing the paints. Older children are kind and offer younger children their water to share. These interactions help create a positive atmosphere in the club and encourage children's collaborative play. If children do become a little upset, they are swiftly supported by the caring staff. This supports their emotional wellbeing.

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

Children are kind, caring and mostly follow the expectations set by staff. Staff are positive role models for children. They help children to recall the rules of the club so everyone can stay safe and enjoy their time at the club. Children and their families who are new to the holiday club say that communication is excellent and that it is 'joyful' that their children attend a holiday club they thoroughly enjoy.

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

Leaders work effectively with parents to remove any barriers that children may face in the holiday club, including promoting the importance of regular attendance. This helps leaders identify ways to meet the needs of individual children. For example, they have recently introduced calming spaces, where children can relax if they become a little overwhelmed. This helps children to regulate their emotions.

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Next steps

Leaders should continue to support staff to identify when to adapt activities so children remain focused and engaged, promoting positive behaviour. Leaders should extend the support for younger children so that they are as fully engaged in activities as much as their older peers. Leaders should continue to develop an accurate evaluation of practice to ensure continual improvement to benefit children's experiences.

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About this inspection

The inspector spoke with leaders, staff, children and parents 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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Address:

The Langley Heritage Primary Kennett Road Slough SL3 8EQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Physical Development Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 17:00

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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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