Premier - Willen

Premier - Willen

Unique reference number (URN): 2774749 Address: Willen Primary School, Beaufort Drive, Willen, MILTON KEYNES, MK15 9HN Type: Childcare on non-domestic premises Registered with Ofsted: 08/01/2024 Registers: EYR, CCR, VCR Registered person: Shirley Sports 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 promote children's positive behaviour effectively. Children are rewarded with 'dojo' points for completing tasks and activities. For example, when they help to tidy away resources. Staff also acknowledge children's friendly and sociable behaviour. This encourages children to behave well and supports a positive and inclusive atmosphere. Staff plan activities, such as board games, to help children to play cooperatively. However, when children play outdoors, staff do not consistently encourage the same collaborative play or team games. This does not further support children to develop their social skills and cohesion as a group.

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Behaviour, attitudes and establishing routines Expected standard

Staff apply the same behaviour expectations and systems as the host school for consistency for children. For example, children respond well when staff use prompts, such as 'stop, look, listen' to gain their attention. Staff establish outdoor routines well. For instance, children respond promptly to staff blowing a whistle to signal the end of the session and they quickly line up to be counted. Although attendance at the club is voluntary and some children attend infrequently, the provider monitors children's attendance carefully. They follow up any concerns regarding children's absence with parents and carers and the host school.

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Children's welfare and wellbeing Expected standard

Leaders support children's health and wellbeing effectively. They provide children with healthy snacks and encourage them to be physically active and enjoy fresh air. This supports children to regulate their emotions and unwind after a busy school day. Most children enjoy their time at the club and engage well with the activities staff provide, such as craft activities. They generally play together cooperatively. However, a small number of children, occasionally, report feeling bored. Although staff encourage children to participate, routines are not organised consistently to ensure that activities motivate all children.

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Children's welfare and wellbeing Expected standard

Staff generally plan sessions that take account of the mixed age range of children. They actively join in with children's play, such as playing football and demonstrating techniques when using bats and balls. Key-person arrangements ensure younger children receive individual attention. Staff respond warmly and sensitively when younger children seek reassurance, which helps them to feel safe and secure. Staff identify when children require additional support due to their age or special educational needs and/or disabilities and adapt their approach accordingly.

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Inclusion Expected standard

Staff know children well, which enables them to assess individual needs accurately and adapt activities as required. Some children do not attend the club on a regular basis. In these circumstances, the close relationships staff have developed with staff at the host school have an invaluable contribution to staff knowing children's needs and planning activities that are enjoyable for all. There is effective communication with teachers at the host school, this helps staff exchange information that helps children to experience continuity. By exchanging information with the school, staff are aware of how children's day has been so they can respond appropriately to their emotional needs.

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Inclusion Expected standard

Leaders ensure that relevant information is shared and understood, to support children who have previously been known to children's social care and children with special educational needs and/or disabilities. This helps to meet children's needs effectively. It also ensures they remain safe and well supported while attending the club.

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Leadership and governance Expected standard

Leaders ensure that the club runs smoothly and in the best interests of children. They benefit from positive operational links with the host school. This supports continuity for children and enables staff to get to know children well. Leaders prioritise children's safety and wellbeing by maintaining clear systems for supervision, collection from classrooms and organisation of activities. Staff are well placed to meet children's needs because they also work within the host school. As a result, they build secure and trusting relationships with children. This helps children to feel confident, settled and safe when attending the club.

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Leadership and governance Expected standard

Staff are vigilant in promoting children's safety and wellbeing. Leaders provide staff with regular access to training and professional development. This strengthens staff's understanding of children's individual needs, including those with special educational needs and/or disabilities. Staff use this knowledge to offer flexible and inclusive activities that encourage all children to participate. Leaders monitor children's attendance suitably, demonstrating their commitment to children's welfare.

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Leadership and governance Expected standard

Leaders and staff work together to generally sustain children's interest and engagement in activities. Overall, they plan activities thoughtfully to promote a sense of belonging, including the introduction of longer-term creative and practical projects, such as arts and crafts and gardening. Leaders welcome feedback to enable them to review the provision and increase children's enjoyment at the club. Communication with parents and carers is effective. Staff are approachable and share relevant information to support consistency and smooth transitions between school and the club.

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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 enjoy going to the club. They show their excitement as they happily arrive and enjoy playing. Children take responsibility for their belongings and make choices about what to play with. Most enjoy playing board games and play together well. Older children are encouraging of younger children, who show confidence in getting involved in all activities. Staff lead activities following a theme based around children's interests, such as pets. Children enjoy creative activities, with pottery and clay activities being their favourite. Younger children and those who face barriers to participation, receive encouraging and genuine care from staff.

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

Children are starting to form sociable relationships at the club with the age groups mixing harmoniously. Children behave well and follow rules. They show maturity and respect for each other. Children known to children's social care show high levels of security and safety at the club. Even though some children do not attend the club regularly, their familiarity with staff means they are comfortable and content as they know each other well.

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

Children gain a sense of responsibility and independence at the club. They enjoy the extra freedom they have, such as playing on tyres in the playground. Children also respect the rules they have learned at school and apply these when they attend the club. Ultimately, this helps children to stay safe and they enjoy their time at the club.

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Address:

Willen Primary School Beaufort Drive, Willen MILTON KEYNES MK15 9HN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Shirley Sports Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:40 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00

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Next steps

Leaders should encourage even greater opportunities for children to play collaboratively together, particularly when they play outdoors. Leaders should embed routines that encourage all children to remain highly motivated and stimulated to play and engage throughout the session.

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About this inspection

The inspector spoke with the childcare manager, area managers, 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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