Premier Education WAC @ Christ Church C of E Primary School

Primary School

Unique reference number (URN): 2781897 Address: Christchurch C Of E Primary School, Flaxley Lane, Middlebeck, Newark, NG24 3XB 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 Expected standard

Newly appointed leaders are in the process of developing secure and consistent routines. Children demonstrate that they are familiar with the environment when they arrive and hang their belongings in the designated area. They typically settle well and are pleased to see their friends. Generally, children build positive relationships and ask their friends if they would like to play a game. Staff provide activities that children enjoy. For example, children concentrate as they craft and colour and are excited to show staff what they are making. Staff offer encouragement and praise, to help raise children's self-esteem.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children behave well. Leaders recognise they still have improvements to make to ensure children consistently understand and follow the rules and boundaries. Staff remind children of the rules and act as positive role models, encouraging children to use manners, for instance. These strategies are still in the early stages and are not yet embedded into practice. Leaders organise the environment appropriately and plan activities, inside and outside. However, during some transition times, children wait for extended periods of time and become restless, which does not support them to follow expectations for their behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Staff monitor children's attendance closely and work in partnership with families and the host school to provide support where needed. This helps to ensure children's safety and wellbeing.

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Children's welfare and wellbeing Expected standard

Staff develop positive relationships with children. They greet them warmly on arrival and ask how their day has been at school. These caring interactions help children to feel safe, valued and confident, fostering a sense of belonging. When new children arrive at the club for the first time, staff introduce themselves and help children settle in. Leaders prioritise supporting children to develop active, healthy lifestyles. Outdoors, children benefit from time and space to release energy, particularly through ball games, where they develop and refine physical skills, such as stamina and coordination. Staff provide close supervision to ensure children's safety and engage children in discussions about how to stay safe in the sun and look after their bodies.

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Children's welfare and wellbeing Expected standard

Staff reinforce safety messages, such as reminding children to sit during snack time and explaining how this helps to keep them safe. They provide a range of nutritious foods and support children to make healthy choices. Staff encourage children's independence, such as serving themselves bagels and spreading butter with a knife. Staff also talk to children about how to use digital technology and keep themselves safe. Although snack time is sociable and children enjoy each other's company, they are not consistently learning how to use their manners. There are times when children shout over each other with staff not consistently reminding children about using their manners.

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Children's welfare and wellbeing Expected standard

Staff are kind and patient. When parents arrive to collect their children, staff allow children time to finish what they are doing and complete tasks before getting their belongings together.

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Inclusion Expected standard

Leaders work with parents and carers from when they first join the club. They gather detailed information about children's individual needs and offer flexible settling-in sessions to help all children feel safe and ready to attend. Leaders gather children's views and all children are involved in voting on which activities they would like to do. This helps them feel included, respected and engaged in the club's decision-making process.

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Inclusion Expected standard

Staff work closely in partnership with specialists at the host school to provide targeted support, particularly for children with special educational needs and/or disabilities and those with other barriers to participation. This approach offers continuity in their care. Leaders introduce strategies to help children feel comfortable and confident with changes in routine, such as ringing a bell to give children a short warning before a change. This helps children regulate and prepare for the next part of the daily routine.

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Inclusion Expected standard

Recent changes within the staff team mean that some temporary staff are still in the early stages of developing a secure knowledge of children's individual needs and interests. Children are beginning to form relationships with newer staff. However, when some staff are engaged in other tasks, sometimes children who need extra support are less engaged in play.

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Leadership and governance Expected standard

Leadership arrangements have recently changed. New leaders recognise the areas they would like to strengthen and are taking steps to improve practice across the club. There is a positive culture of reflection within the club, and leaders are beginning to embed systems to support children to understand and meet the expectations for their behaviour. Leaders maintain regular contact with staff and conduct supervision meetings to ensure they have opportunities to express their ideas and reflect on their practice. However, staff would benefit from additional support to develop a deeper understanding of children's individual interests and personalities in order to strengthen interactions and engagement.

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Leadership and governance Expected standard

Leaders work closely in partnership with parents and carers, as well as specialists at the host school, to plan and implement appropriate support for children. This collaborative approach helps to ensure that all children's needs are understood and typically met. Designated sports coaches work with the club and encourage children to engage in physical activities.

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Leadership and governance Expected standard

Parents speak positively about the staff team and say their children enjoy attending the club. Leaders ensure parents receive a verbal handover at the end of each session to keep them informed about children's time at the club and what they have eaten, for instance. They also pass on any messages from staff at the host school for continuity of care. Parents collect children from one designated point so that staff can be certain who is on the premises at any given time, promoting safety and security.

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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 the club at the end of the school day and settle quickly, hanging their belongings in a designated place and washing their hands. Staff offer a warm and friendly welcome to children and ask how they are feeling and if they have had a good day. Children happily chat with staff about their school day and share new facts they have discovered with each other.

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

Children enjoy a variety of healthy snacks and staff encourage their independence. For example, children prepare their own snacks and spread butter on bagels. Typically, mealtimes are sociable and children choose to sit with their friends. Children feel emotionally secure at the club and generally build trusting relationships. Younger children enjoy playing and learning alongside older ones and this helps build their confidence and develop their social skills. Children typically follow rules and boundaries, with regular prompts and encouragement from staff.

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

Children enjoy activities, such as crafts and colouring. They use a variety of materials and tools to create their own unique models, supporting their developing imagination. Children concentrate and ask for help when they need it. Staff talk to children about what they are making and offer regular praise. Children enjoy outdoor play. They confidently kick balls in the outdoor space and practise throwing balls into a net. Children persevere and are pleased to show staff when they succeed. Some children take part in group games, taking turns to throw bean bags into hoops. These outdoor games help children build positive relationships, resilience and social skills.

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

Staff have daily communication with parents. This ensures they have up-to-date information about the children, enabling them to meet any additional needs children might have effectively.

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Address:

Christchurch C Of E Primary School Flaxley Lane, Middlebeck Newark NG24 3XB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Multi Sport Pro Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:50,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 18:00

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Address:

Local authority: Nottinghamshire County Council

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Next steps

Leaders should strengthen how they help newer staff to understand children's interests and support them to implement these into daily routines to further increase children's engagement. Leaders should review routines and embed consistent rules and boundaries to support children's behaviour and understanding of expectations further.

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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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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. 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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