Premier Wraparound Care at The Bellbird Primary School

School

Unique reference number (URN): 2795484 Address: The Bellbird Primary School, Link Road, Sawston, Cambridgeshire, CB22 3GB Type: Childcare on non-domestic premises Registered with Ofsted: 07/06/2024 Registers: EYR, CCR, VCR Registered person: Premier School 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 and staff create a positive and welcoming environment, where children understand what is expected of them. Staff consistently promote the setting's 'golden agreement', which focuses on the core values of fun, learning, safety and respect. Children are familiar with these expectations and demonstrate positive behaviour, good manners and respectful attitudes towards others.

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Behaviour, attitudes and establishing routines Strong standard

Staff implement the school's behaviour management approaches consistently, helping to provide continuity and stability for children across the school day and within the setting. Relationships between staff and children are warm, nurturing and playful. Staff engage children in meaningful conversations, humorous interactions and shared play experiences, helping children feel emotionally secure, valued and confident. Children collaborate well together and build positive friendships. Staff explain activities clearly and encourage children to work cooperatively during activities, such as dinosaur crafts, gemstone hunts and team games. Children show kindness towards one another, cheer on their friends and demonstrate positive attitudes towards play and learning. Staff know children exceptionally well and respond sensitively to their individual needs, stages of development and emotional wellbeing. They recognise potential triggers quickly and adapt activities appropriately to

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Behaviour, attitudes and establishing routines Strong standard

support participation and success. For example, staff adapted a physical activity to include a quieter round so that a child who found loud noise overwhelming could participate comfortably alongside peers.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote the importance of punctuality and attendance to help provide children with consistency, routine and stability.

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Inclusion Strong standard

Leaders and staff promote a strong inclusive culture, where children's individual needs are identified quickly and supported effectively. Staff know children exceptionally well and closely monitor their emotional wellbeing, engagement and participation to ensure children feel secure, valued and fully included. They adapt activities thoughtfully to remove barriers to learning and enable all children to participate successfully. For example, staff modify a dodgeball activity to include a quieter round, so that children with special educational needs and/or disabilities, who find loud shouting overwhelming, can engage confidently alongside peers.

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Inclusion Strong standard

Leaders and staff implement inclusive practices effectively to support children's development. Activities are carefully planned to encourage participation, communication and confidence. For example, before a gemstone hunt, staff introduced and discussed different gemstones to build children's understanding and prepare them successfully for the activity. Leaders also organise children into key-stage groups to ensure experiences are matched appropriately to children's ages and stages of development. Older children confidently complete mathematical challenges linked to the activity using number codes and calculations. Children develop communication and social skills through collaborative experiences. Younger children worked together to create a dinosaur house using cardboard and play dough, confidently discussing dinosaur names and talking about their ideas and creations with others.

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Inclusion Strong standard

Leaders work proactively with families and external services to support children's welfare and wellbeing. Families are provided with information about wider support services, including clothing banks, GP health services, food banks and Home Start. Staff consistently promote children's communication and thinking skills through high-quality questioning, discussion and interactive games that encourage children to reason, participate and express themselves confidently.

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Leadership and governance Strong standard

Leaders demonstrate a clear understanding of the setting's strengths and areas for development and use this knowledge to drive ongoing improvement. They reflect regularly on practice and take action to strengthen provision, including plans to further develop staff's knowledge around emotional regulation and supporting children experiencing crisis or distress. Leaders place children's best interests at the centre of decision-making and work proactively to support disadvantaged children, children with special educational needs and/or disabilities (SEND), and those who face barriers to learning or wellbeing. Funding and resources are used thoughtfully to provide targeted interventions, one-to-one support and inclusive experiences that help children feel safe, valued and included.

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Leadership and governance Strong standard

Professional development is prioritised effectively. Staff access regular training linked to safeguarding, SEND, behaviour support and the new early years framework, helping to strengthen knowledge, confidence and consistency in practice. Leaders reinforce staff's learning through regular discussions, mentoring and strategies, such as flash cards, to help embed key information into daily practice. Leaders support staff wellbeing positively. Weekly team meetings and daily staff 'huddles' help leaders maintain effective communication,

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Expected standard

monitor workload and provide opportunities for staff to discuss concerns and reflect on practice. Staff speak positively about leadership and the support they receive.

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Expected standard

Partnership working is strong. Leaders work closely with families, schools and external professionals to ensure children receive consistent support. The provider uses online software effectively to share information with parents and teachers, supporting communication, handovers and continuity in children's care and learning experiences.

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Children's welfare and wellbeing Expected standard

Staff support children's individual needs appropriately and make adaptations to help children with special educational needs and/ or disabilities, and those who face barriers to learning, access activities and experiences successfully. Clear procedures are in place to manage children's allergies safely, including the use of colour-coded plates during mealtimes.

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Children's welfare and wellbeing Expected standard

Warm and responsive relationships between staff and children help children feel emotionally secure and settled. Children are welcomed warmly into the setting and benefit from effective handovers between school staff and staff, helping to provide continuity to their day. Children confidently seek reassurance, comfort and support from familiar adults, when needed, demonstrating secure attachments. Children benefit from regular opportunities to develop their physical skills and understanding of healthy lifestyles. They enjoy outdoor play activities, including football, climbing, exploring and taking part in games involving movement and problem-solving, such as clue hunts. These experiences help children develop confidence, coordination and teamwork skills.

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Children's welfare and wellbeing Expected standard

Staff support children's emotional wellbeing effectively by encouraging them to express their views and make choices about their play and activities. Daily routines help children develop independence. Children independently hang up their belongings, wash their hands and prepare their own snacks. Staff reinforce expectations consistently, including reminding children to inform an adult before going to the toilet and completing additional register checks during snack time to maintain supervision. Staff demonstrate a secure understanding of online safety and support parents to understand appropriate screen time and age-appropriate technology use. Staff do not consistently reinforce safe sitting expectations during mealtimes. Several children knelt on chairs while eating, and staff did not always promptly encourage them to sit safely and appropriately at the table.

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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 happily at this welcoming setting and quickly settle into play. Warm, positive relationships with staff help children feel safe, secure and valued. Staff take time to have meaningful conversations with children about their hobbies, interests and experiences from home and school, helping children feel listened to and important. Staff are engaging, enthusiastic and playful in their interactions and provide positive role models for children.

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

Children benefit from a broad range of enjoyable activities that support their learning and development. They confidently access resources, such as LEGO, colouring materials, paint

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Address:

The Bellbird Primary School Link Road Sawston Cambridgeshire CB22 3GB and play dough, making independent choices about their play. Younger children show curiosity and imagination as they explore dinosaurs and work together to build homes for newly hatched dinosaurs using different materials.

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Address:

Children thrive in the spacious outdoor environment, where they enjoy active games and physical challenges. Staff encourage children to run, move in different ways and listen carefully to instructions during group games, helping to develop coordination, listening skills and teamwork. Children enthusiastically join in and show enjoyment in being physically active. Children develop confidence, social skills and positive attitudes towards learning. They play cooperatively with their friends, share resources and engage well in activities together. Staff support children effectively to build independence, communication and creativity through fun, child-centred experiences.

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Next steps

Leaders should ensure staff consistently support children to sit safely and appropriately during mealtimes to promote children's safety and wellbeing.

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About this inspection

The inspector spoke with leaders, 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 Type: Childcare on non-domestic premises

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About this inspection

Registered person: Premier School Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday,Saturday : 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

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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