Premier Education Grove Road WAC

Premier Education Grove Road WAC

Unique reference number (URN): 2822738 Address: Grove Road Cp School, Grove Road, Harrogate, HG1 5EP Type: Childcare on non-domestic premises Registered with Ofsted: 30/01/2025 Registers: EYR, CCR, VCR Registered person: Primary Sporting Solutions 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

Leaders have established a range of policies and procedures to support children's behaviour. These are closely aligned to methods used within the school, such as a point system for positive behaviour. This means there is a consistent approach to supporting children's behaviour outside of normal school hours. Staff ensure all children, including those with special educational needs and/or disabilities, understand the routines and support them individually.

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Behaviour, attitudes and establishing routines Expected standard

Staff teach children about respect and deal with any incidents of poor behaviour swiftly. This includes supporting older children who may use unkind words. Strategies put in place are commonly understood by all staff, which helps to ensure consistency. For example, children are given several opportunities to demonstrate positive behaviour before being asked to not take part in an activity. If children are asked not to take part in an activity, they are supported with a quieter activity to help them to self-regulate, such as colouring.

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Behaviour, attitudes and establishing routines Expected standard

A routine is in place that is generally understood by children. This helps children to know what is coming next. For example, children take part in registration, followed by activities or games outside, followed by a light tea. However, the process of registration and choosing where to play takes too long. This leads to low-level disruption and reduces children's engagement at the start of the session. Additionally, the room is not always set up with purposeful activities for when children arrive.

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Children's welfare and wellbeing Expected standard

Leaders establish a range of policies to ensure children stay safe and healthy. These typically follow their ethos of teaching children about building healthy attitudes towards sports and physical activity. Staff teach children about how to keep themselves safe and healthy and support personal well-being. Children independently use the bathroom to wash their hands before enjoying their meal.

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Children's welfare and wellbeing Expected standard

Children benefit from a light tea at the club. This is prepared in advance by the school's catering team. There are some discussions between staff and children over mealtimes. However, the television is used as a resource. This limits opportunities for children to engage in meaningful conversations and develop their social skills as conversations cannot be heard over the sound of the television.

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Children's welfare and wellbeing Expected standard

Policies are in place to ensure children and staff do not have access to their mobile phones during the session. These policies closely align with school policies on the use of mobile phones. These are kept securely and not used within the club. This also enables a consistent approach across the school and the out-of-school club.

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Children's welfare and wellbeing Expected standard

On arrival at the club, children are greeted by the staff. However, some staff are not always confident about which children are expected. This results in less purposeful and welcoming interactions on arrival. That said, as more staff and children arrive, children are welcomed as a group and take part in registration.

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Inclusion Expected standard

Staff and leaders work with the school to identify children who may require additional support. They put strategies in place within the club to support individual children. For example, they put additional boundaries in place for children who find following boundaries more difficult than others. Staff understand how to support children effectively. As a result, children with additional needs are included in activities and can participate alongside their peers..

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Inclusion Expected standard

Activities are planned to ensure they are inclusive for all children and that all children can take part. Children are offered a choice between a sporting activity and a craft activity. Staff know children well and how to support individual children, especially those who require more support in choosing where to play.

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Inclusion Expected standard

Staff and leaders identify children who are disadvantaged. Staff liaise with parents and teachers within the school to ensure they can support these children. Children are taught to be kind and respectful to others, including showing respect for people of different races and cultures. At times, staff plan activities around current themes. For example, they plan activities around World Book Day or other cultural celebrations. This supports children to understand celebrations and cultures outside of their own.

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Leadership and governance Expected standard

Leaders have a clear oversight of the setting. They recognise what works well for the club and its strengths, including the relationships between staff and children. They accurately identify where improvements are needed and are taking steps to address these, such as reviewing routines and children's experiences on arrival. Leaders regularly conduct site visits to monitor practice and ensure staff understand their roles. However, this has not yet secured consistently effective routines at key points of the session.

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Leadership and governance Expected standard

Staff understand their roles within the club and state they feel well supported. They know how to report any concerns they may have through the appropriate channels. This includes how to raise concerns with children's behaviour and child protection concerns.

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Leadership and governance Expected standard

Staff form positive relationships with parents. Parents know who they can speak to if they have a concern within the club. Leaders ask for feedback from parents and act on this where possible. They are open and receptive to feedback provided by parents and take individual parent requests seriously.

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Leadership and governance Expected standard

Staff have access to a wide range of online and face-to-face training opportunities. These include mandatory training such as child protection and first aid. Additionally, staff have access to training to further support them within their role. This includes training on how to effectively promote an inclusive environment.

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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 their time within this out-of-school club. They are kept safe by dedicated and committed staff. Relationships between staff and children are respectful and caring. Staff engage in discussions with children to find out about their day. They plan a range of fun activities for children. At the beginning of the session, children choose between a sporting activity and a crafting activity. Some children enjoy taking part in outdoor games and sports. Others enjoy an activity with paint. Children engage well in these activities and show enjoyment as they play.

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Address:

Grove Road Cp School Grove Road Sports are a focus within the club, and children are encouraged to take part in these. Children excitedly talk about the different games they enjoy playing, such as dodgeball. For those children who do not wish to take part in sport, there are other activities available to them, such as crafting. Crafting activities provide opportunities for staff to engage in meaningful conversations with children.

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Address:

Staff understand the unique needs of individual children and how to best support them. Although routines are familiar, parts of the session, such as registration, can take too long. This means some children are less engaged at the start of the session. Children are provided with a range of choices to give them a voice within the club. For example, they select which sandwiches and snacks they would like in advance. They are also given choices in where they would like to play.

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Next steps

Leaders should strengthen arrival and registration routines, so all children consistently receive a warm welcome and engage in purposeful activities from the start of the session. Leaders should review the use of screen time, particularly at mealtimes, to ensure this is used more meaningfully and children have more opportunities to talk and develop their social skills.

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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. Harrogate HG1 5EP Type: Childcare on non-domestic premises

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About this inspection

Registered person: Primary Sporting Solutions Ltd

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:50,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 17:30

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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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