Premier Education WAC @ St Oswald's C of E Academy

Academy

Unique reference number (URN): 2781893 Address: St. Oswald's C Of E Academy, Silver Birch Grove, Finningley, Doncaster, DN9 3EQ Type: Childcare on non-domestic premises Registered with Ofsted: 18/04/2024 Registers: EYR, CCR, VCR Registered person: Multi Sport Pro 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

Children demonstrate a clear understanding of established safety routines. Leaders have implemented consistent expectations for behaviour that are well understood by both staff and children. Staff model respectful interactions and adjust their support in line with children's ages and stages of development, helping children to build positive relationships. Children are polite, respectful and considerate towards others. Leaders reinforce kindness through clearly established club rules and by guiding positive interactions between children. Leaders have high expectations for behaviour and are good role models. Child consultation is a notable strength. Involving children directly in the development of behaviour expectations promotes a sense of ownership and helps them to fully understand and take responsibility for their behaviour. Leaders have an inclusive approach and have a clear understanding of each individual child's needs and stage of development.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate high levels of independence. After breakfast, they take full responsibility for their environment by washing, drying and putting away their cups, plates and bowls. This consistently embedded practice supports their well-developed sense of responsibility and pride in their surroundings. Routines are well established and inclusive, enabling children to take part successfully. Leaders promote good attendance and encourage punctuality, reinforcing the importance of regular participation.

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Behaviour, attitudes and establishing routines Strong standard

All children show kindness and care towards their peers. For example, when younger children struggle to cut tape, others step in to offer support and help, demonstrating consideration and a willingness to assist one another. Children are able to resolve minor conflicts independently. For example, when disagreements arise during play, children communicate calmly with one another, explain their point of view and agree on a way forward, enabling them to continue playing together cooperatively.

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Children's welfare and wellbeing Expected standard

Children are happy, settled and feel safe within this welcoming environment. Their health and safety are generally promoted effectively through well-established routines. Mealtimes are carefully supervised, with staff positioned at tables and moving around to support safe eating practices. Children are offered a selection of healthy foods to choose from. However, staff do not consistently use mealtimes as an opportunity to extend children's understanding of healthy eating or to promote discussion about living a healthy lifestyle.

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Children's welfare and wellbeing Expected standard

Children develop independence through self-care routines, such as preparing their own breakfast, tidying away activities and managing personal belongings. After eating breakfast, they wash and dry their dishes. These opportunities are regularly encouraged, and many children demonstrate growing confidence.

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Children's welfare and wellbeing Expected standard

Children build secure relationships with staff. Staff are attuned to children's individual needs and respond sensitively. For example, staff recognise when children need quiet time to regulate emotions. They offer reassurance and calm support, helping children to feel safe and emotionally secure.

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Children's welfare and wellbeing Expected standard

Leaders actively promote children's welfare and wellbeing. Children are supported to develop healthy lifestyles through the encouragement of nutritious food choices and daily opportunities for physical exercise. Staff encourage children to make choices in their play and when selecting snacks, promoting decision-making skills and confidence. Children benefit from consistent routines that support their wellbeing and sense of security.

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Inclusion Expected standard

Leaders identify children's individual needs effectively prior to attendance through detailed discussions with families, as well as close liaison with the school and external professionals. Information relating to special educational needs and/or disabilities is shared with staff in advance of each child starting, ensuring they are well prepared. This enables staff to make appropriate adjustments, such as adapting supervision arrangements and safely managing the administration of medication. Staff also complete relevant training to equip them with the knowledge and skills needed to support children, who may face barriers to learning.

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Inclusion Expected standard

Leaders review children's experiences through ongoing dialogue with parents and carers, such as at the end of sessions, and reflection during staff meetings and supervision. Where support is in place, leaders consider whether strategies are helping children to participate confidently and make adjustments where necessary.

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Inclusion Expected standard

Staff exchange information effectively with on-site teachers to ensure parents receive accurate and relevant updates at collection time. Close partnership working with parents and carers is well established. Parents are fully informed about children's experiences throughout the day at handover times. And are informed in advance of the activities and themes available for the children to enjoy. From the start, staff identify children's unique interests and needs and monitor these as they change. They adapt their planning to reflect children's likes and dislikes and take account of their views, helping to ensure activities are relevant and engaging. However, staff do not always consistently recognise when some children are less engaged or would benefit from additional support to help them access an activity of interest.

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Leadership and governance Expected standard

Leaders generally demonstrate a secure understanding of the setting's context. They know the club's strengths and identify areas for further development. Leaders gather the views of parents, staff and children to inform improvement decisions. For example, they generally adapt resources and activities to meet the needs of different age groups, ensuring provision remains accessible for children, including those with special educational needs and/or disabilities and those who face barriers to learning. Leaders monitor practice and review provision regularly to evaluate the impact of these changes on children's experiences and engagement.

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Leadership and governance Expected standard

Leaders, including those responsible for governance and oversight, have systems in place to regularly review the quality of provision and ensure that statutory requirements are met. Staff benefit from a range of professional development opportunities that support their ongoing practice. Leaders carry out supervision sessions to monitor practice, focusing on effective interactions, behaviour management strategies and how staff extend children's learning through play. Clear guidance is also provided to support staff in promoting children's emotional wellbeing.

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Leadership and governance Expected standard

Leaders prioritise staff wellbeing through regular check ins, helping to support a positive and consistent working environment. Partnership working is well established, with leaders engaging effectively with parents and school staff to support continuity in children's care and development. Overall, leadership decisions are typically reflective and focused on improving outcomes for 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 arrive at a welcoming environment, where staff greet them warmly by name and help them settle quickly into the session. They hang up their belongings and move confidently between activities, independently helping themselves to a healthy breakfast when they are ready. Children benefit from activities and resources that are thoughtfully adapted to meet their differing ages and needs. As a result, children, including those with special educational needs and/or disabilities (SEND) and those who face barriers to their learning, can access the provision and take part alongside their peers. Children's views are listened to and considered, which helps them feel valued and included. This contributes to their confidence, engagement and sense of belonging.

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

Children build secure relationships with staff and other children at the setting. Older children offer support to younger children, when needed, and children show respect to peers and staff. Staff are good role models and, as a result, children are well behaved, use good manners and display confidence as they speak to adults. Children demonstrate confidence as they excitedly share their creations with the group during circle time.

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

Children benefit from well-established partnerships between leaders, parents and school staff. This collaborative approach ensures consistency in their care and promotes continuity in their experiences throughout the day. Information is shared regularly and effectively, enabling staff to understand and meet each child's individual needs. As a result, children feel secure, supported and confident within the setting. Parents speak highly of the care their children receive and value the positive relationships they have with staff. Leaders draw on

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Address:

St. Oswald's C Of E Academy Silver Birch Grove, Finningley Doncaster DN9 3EQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Multi Sport Pro Limited this shared understanding to make thoughtful, informed decisions that continually enhance children's experiences and support their ongoing development.

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Next steps

Leaders should ensure that staff consistently use opportunities during daily routines, such as mealtimes and snack times, to extend children's understanding of healthy habits and promote discussions about healthy lifestyles. Leaders should ensure that staff are alert to any children who are not engaged in activities and support them to adapt provision promptly, so that they can participate meaningfully and remain engaged in their play.

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About this inspection

The inspector spoke with the nominated individual, setting lead, staff, parents 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. Register(s): EYR, CCR, VCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:55,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 18:00

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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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