Premier Education Activities - Putlands Sports and Leisure Centre

and Leisure Centre

Unique reference number (URN): 2769709 Address: R T W Sport, Putlands Sports & Leisure Centre, Mascalls Court Road, Paddock Wood, TONBRIDGE, TN12 6NZ Type: Childcare on non-domestic premises Registered with Ofsted: 01/02/2024 Registers: EYR, CCR, VCR Registered person: Premier Sportscoach Solutions 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 Strong standard

Leaders high expectations of staff are embedded into their practice. Staff build very trusting relationships with children in a short time. They consistently provide high-quality interactions and skilled coaching. This creates a solid foundation for children's own high engagement and positive behaviour. Children consistently demonstrate respect and consideration of others. They fully understand the rules of the setting and spontaneously help one another during play. For example, children assist each other when they are learning how to throw a ball, or designing a football pitch on paper. Staff provide explicit and gentle praise for children's efforts and perseverance. This gives children the input they need to build on the skills they have learned. Children relax in the knowledge that they can play safely, while having fun.

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Behaviour, attitudes and establishing routines Strong standard

Staff plan routines that are well structured and securely embedded. This provides children with a balanced and fun day. Staff provide children with appropriate and consistent opportunities to expend energy, while also giving them time to relax. Leaders respond and adapt the structure of the day according to the needs of the children. For example, they notice how young children and those with special educational needs and/or disabilities respond to a gentle start to their day, reducing any overwhelming feelings and emotions. This has significantly improved children's enjoyment and resilience throughout the day.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have meticulous processes in place to ensure children's attendance is closely monitored. This is highly effective. Leaders reiterate procedures with parents and carers at the start of each holiday period to keep all children safe.

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Children's welfare and wellbeing Strong standard

Leaders and staff ensure that children's physical and emotional wellbeing is at the heart of their practice. They create an environment that is precisely designed to build young children's self-esteem and independence. Children develop their social skills and begin to join in with more structured games, such as football, alongside others. Staff provide children with the time to increase their self-confidence and consistently inspire them to engage with new challenges.

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Children's welfare and wellbeing Strong standard

Leaders prioritise the health and wellbeing of all children in the setting. This includes sharing information with parents and carers. Leaders ensure staff follow children's routines from home, paying particular attention to those children with special educational needs and/or disabilities or facing other barriers to their participation. During sessions, staff speak with children about the impact of a nutritious diet on their performance, energy levels and oral health. To support this further, leaders share recipes and ideas with parents and carers to help them create nutritious lunch boxes for children. This supports better health outcomes for all children.

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Children's welfare and wellbeing Strong standard

Leaders regularly review all policies and procedures thoroughly, making changes to adapt and respond to any unique circumstances. This includes meticulous and detailed planning to meet the needs of all children attending the setting, such as making adaptations, staff deployment and activities. This keeps all children safe and well cared for while they attend. For example, leaders identify how young children seek more relaxing activities towards the end of the session, when they are tired. They have introduced more craft activities so that children can relax when they do not want to join in with sports.

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Inclusion Strong standard

Leaders go above and beyond to ensure every child's needs are successfully met in the setting. They welcome children with special educational needs and/or disabilities (SEND) and those who face other barriers to their participation. They ensure families access the setting by proactively reaching out to them in other organisations they might attend, such as schools, to advise them on how to access additional funding. They understand the needs of their community and use this knowledge as a platform to seek additional opportunities to provide more children with high-quality care and sporting activities.

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Inclusion Strong standard

Leaders work closely with parents and carers before children start at the setting to fully understand their needs. They use information from them to identify strategies to support children's behaviour and any additional training needs, which all staff attend before children arrive. Leaders and staff precisely adapt and moderate the environment, plan activities and deploy staff in the best way to support all children. For example, some children with SEND may require additional resources to fully access the activities. This helps them make a significant difference to children's participation, enjoyment and overall engagement with others. Children benefit from having tailored provision that is rigorously monitored and adapted throughout their time in the setting.

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Leadership and governance Strong standard

Leaders fully understand the needs of the setting, including those of staff, children and parents and carers. Their perceptive and detailed monitoring allows them close insights into how they can secure excellence for all children. They take decisive and thoughtful decisions that keep children safe and stimulated. For example, leader's thorough risk assessment of the outdoor provision factors in additional constraints, such as the area being open to the public, limiting the time children can spend spent outside. With considerate and well- designed plans, this does not have a significant impact on children, who enjoy playing in a large airy space every day.

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Leadership and governance Strong standard

Leaders' ethos and continuous commitment to healthy living and inclusive provision for all children are embedded into their practice. They provide staff with the bespoke training they need to maintain consistently high-quality and skilled interactions with children. There is a sharp focus on giving staff additional professional knowledge and skills to work successfully with children with special educational needs and/or disabilities. This helps them to make a positive and significant difference to children's experiences and opportunities within the setting.

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Leadership and governance Strong standard

Leaders engage with other professionals to consistently improve and refine their provision. This includes regular audits of the provision, alongside discussions about the needs of the community. Leaders reflect on how they can positively support local authority targets for reducing the impact of deprivation and poor health on children's outcomes. They proactively engage parents and carers to attend the setting, ensuring they are aware of any additional funding to which they are entitled. Leaders are focused and dedicated to making a positive difference 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 have so much fun at this safe and welcoming setting. They are excited to meet new friends, and settle quickly on arrival. Children help choose some of the activities and enjoy learning new skills, such as hockey and basketball. This helps children to feel part of the decision-making process and gives them a sense of belonging in the setting.

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

Children build trusting relationships with attentive staff from whom they seek reassurance and support. This helps children to confidently tackle new challenges and learn new skills, as well as developing their social skills. Children are placed in age-appropriate groups and activities wholly suit their stage of development. All children, including those with special educational needs and/or disabilities, disadvantaged children or those who face other barriers to their participation, enjoy playing collaboratively with each other. They thrive in the stimulating environment and with nurturing staff, who encourage and motivate them beyond what they feel they are capable of.

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

There is a lot of laughter in the setting, when children share jokes, master new skills and enjoy being around new people. They understand the rules of the setting, which helps them take responsibility for their own safety and for others. Children know that they can turn to staff if they need anything or want to express their feelings and emotions. They spend time talking with one another while they play and during sociable occasions, such as mealtimes. Children genuinely support and delight in each other's new sporting abilities.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to have a transformational impact on all

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Address:

R T W Sport, Putlands Sports & Leisure Centre Mascalls Court Road, Paddock Wood TONBRIDGE TN12 6NZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Premier Sportscoach Solutions Limited

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Address:

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

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. children's achievements and wellbeing.

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About this inspection

The inspector spoke with the head of operations of the setting and staff, children, parents and carers 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 is from 17 April 2026

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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

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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