Premier Camps @ St Thomas

Premier Camps @ St Thomas

Unique reference number (URN): 2772383 Address: St. Thomas Primary School, Union Street, Exeter, EX2 9BB Type: Childcare on non-domestic premises Registered with Ofsted: 12/01/2024 Registers: EYR, CCR, VCR Registered person: Steer Sports and Education 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 have improved the rules and routines at the club to make expectations clearer to children. This is still in the early stages of embedding and leaders and staff are clear on ways they will improve this further. For example, leaders and staff will work with the host school to follow some of their behaviour strategies to create more consistency with the school day.

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Behaviour, attitudes and establishing routines Expected standard

Staff have worked hard to support children, who require adaptations and guidance to improve how well they regulate their behaviour and follow rules. Typically, children display positive behaviour and attitudes and show they follow the rules in place. For example, older children take it in turns to read out the rules and how they should interact to the group at the start of the session. Children are able to answer questions about what staff expect them to do and not do. When required, staff offer gentle prompts, such as 'walking feet' and children quickly respond by apologising and walking. Staff have started to put in place clearer guidance and procedures, when children do not follow the expectations. Leaders are reviewing the organisational procedures and behavioural expectations for transitions to activities that take place outside as this needs further development to fully support children to behave as well as they do at other times.

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Behaviour, attitudes and establishing routines Expected standard

Families are offered flexibility over times children can attend to support parent's and children's needs. They have choices about the activities offered and a simple online booking system that reminds parents of their bookings and supports attendance. Staff use their positive relationships with children to develop a culture of respect. Older children demonstrate they are role models to younger children and enjoy being responsible for taking children to wash their hands.

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Children's welfare and wellbeing Expected standard

Children build healthy lifestyles at the club. Staff offer only nutritional snacks, such as fruits, and teach children about healthy foods through themed weeks. Children build physical strength and fitness at the numerous sport sessions offered each week. Staff adapt activities so children of any age and ability can join in. For instance, they move cones further apart during football drills so younger children can successfully weave the ball around the cones.

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Children's welfare and wellbeing Expected standard

Children learn about working together as a team and older children build an understanding of the impact their interactions have on younger children. Typically, children learn to be gentle and thoughtful, especially when early years children start and older children help those children to settle and be happy. Staff are still working on making some children understand how to move to outside sessions safely and thinking of those around them.

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Children's welfare and wellbeing Expected standard

Staff support the different ages to play and interact together, which benefits all children's self-esteem and emotional wellbeing. For example, younger children smile happily when older children praise them for their bowling skills. Older children enjoy helping their younger friends learn new skills, such as colour mixing. Staff are good role models and build positive relationships with children. For instance, they sit with children during snack and crafts and ask about their day. Staff know children well, including early years children who are their key children, and use this knowledge to interact socially and have meaningful conversations.

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Inclusion Expected standard

Children with special educational needs and/or disabilities are settled and enjoy their time at this inclusive club. Leaders have effective systems in place to support children and meet the individual needs of each child. They work closely with the host school and parents before children start to create support plans and build children's confidence and put adaptations in place. Staff receive relevant training and guidance on strategies to use so children with barriers to learning can participate in activities and build relationships with peers and staff. They focus on children familiarising themselves with the routines and getting to know who can support them if they need help. Staff and leaders continue to communicate with the host school to support any ongoing changes to children's needs. For example, they conduct termly reviews of the children and their care plans and additional catch ups, when important

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Inclusion Expected standard

Leaders acknowledge that they are still working with the school to embed behaviour expectations so children can regulate their behaviours. They know that they need to work on adapting the activity plans that all of their settings receive. This will improve the consistently of the quality of interactions and fully meet the needs of the children who attend by including all children at all times.

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Inclusion Expected standard

Children feel included and valued in the club. For example, staff bring in resources that they know the children will like and show they think about the children's needs. Children excitedly create artwork using their hands, which staff have encouraged as they know the children like the sensory feeling of the paints. Parents comment on the impact for their child's confidence and how happy they are with the targeted and caring support provided.

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Leadership and governance Expected standard

Leaders are actively involved in the club and support staff. They come into the club weekly to observe and monitor the support and adaptations for children with special educational needs and/or disabilities. They use these weekly visits to observe staff and identify any further guidance and training staff may require. Staff comment positively about the support provided and say they feel valued. For example, they appreciate the fortnightly professional development and target setting meetings that provides one-to-one support for their individual progress. Although leaders are highly ambitious in the offer they want to provide children and families, they are vigilant about the wellbeing of staff. They provide realistic and achievable targets and work with staff to select training that improves practice but also provides supported personal development.

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Leadership and governance Expected standard

Leaders use other regular meetings to evaluate and focus on what is working well and what new resources would support children's enjoyment and engagement. Leaders acknowledge that the whole company planning needs to be included in these discussions. They understand that staff and leaders need to think about how these plans will be adapted to make them bespoke to the unique setting of the school and children's needs, to further engage and support children. Leaders create close relationships with parents and the host school to promote continuity of care, particularly for children with additional needs or barriers to learning. They regularly update parents on children's time at the club through discussions at pick up times and through newsletters.

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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 enter the club happily and ready to play with the toys that staff have selected based on their interests. They build confidence and show that they feel safe and secure in the care of the welcoming staff. They build positive relationships with staff, who show a genuine interest in how they are feeling and how their day has been. Staff offer quiet spaces and time in the relaxing area, when children say they feel tired. This helps them to feel valued and listened to. Children enjoy a range of experiences and have choice in the sessions they want to join in with. Overall, this supports their engagement and children are keen to attend. Parents comment on how happy children are and that they do not like to miss sessions. They are keen for children to take part in the club and widen their experiences. Staff make it clear that children that are booked into the club should attend, which promotes regular

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

Staff know the children well and typically adapt activities to include skills they know the children can achieve, or things that they would like to do. This includes children with barriers to learning, or those new to the setting. For example, children who are making paper aeroplanes are asked if they want to paint them and join the children who are creating art work so they do not have to play alone. Children follow the positive role modelling and kind interactions provided by staff and, in turn, children interact well with others. They typically learn the routines of the setting, which promotes independence. For instance, children learn how to attend to their own needs and help to tidy up toys after playing with them. This supports their sense of responsibility, teamwork and belonging at the club.

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Next steps

Leaders and staff should review the organisation and strategies used to support children's behaviour during transition times to outside sessions, to support children to move safely and calmly. Leaders and staff should adapt company-wide activity plans to fully meet the individual interests and needs of the children who attend to maximise children's focus and engagement.

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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:

St. Thomas Primary School Union Street Exeter EX2 9BB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Steer Sports and Education Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 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

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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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