Premier Wraparound St Mary's Community School

School

Unique reference number (URN): 2772813 Address: St. Marys Community Primary School, Elmham Road, Beetley, Dereham, NR20 4BW Type: Childcare on non-domestic premises Registered with Ofsted: 30/01/2024 Registers: EYR, CCR, VCR Registered person: In School Sports 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

Children are happy and demonstrate their high levels of respect as they play alongside their peers and join group activities. Children enjoy taking part in sports games outside. They eagerly get ready to go outdoors and join in group play. Some children explore the climbing frame developing their physical strength and abilities as they climb, swing and hang from the bars. Children with special educational needs and/or disabilities (SEND) are well supported to join in and access all available activities. This impacts positively on their behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Children thoroughly enjoy the company of staff. They engage in conversations about their day, experiences and activities they are taking part in. Staff skilfully ask questions, share their own thoughts and ideas and play alongside children to support their engagement. Children remain engaged for extended periods of time.

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Behaviour, attitudes and establishing routines Expected standard

Staff prioritise attendance. Where children do not attend their sessions, staff carry out wellbeing checks, including communicating with the school and parents. This supports a positive safeguarding culture.

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Children's welfare and wellbeing Expected standard

Staff promote independence. For example, children wash their own hands, prepare their own meals and choose their own healthy snacks. However, they do not always promote children's sense of responsibility such as taking care of their own belongings, tidying up and looking after their environment.

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Children's welfare and wellbeing Expected standard

Families are invited to the club to look round and meet staff. Additionally, the club runs within the school grounds which means children are familiar with the environment. This is particularly important for those children with special educational needs and/or disabilities (SEND). Staff know children well and spend time engaging with children to build relationships. Younger children have an allocated key person at the club who is responsible for their care. This procedure impacts positively on children's well-being. Children enjoy spending time with their friends and are given the freedom to explore and engage in activities of their choosing. Staff talk and recognise children's emotions. Children with SEND in particular, are supported to communicate effectively how they are feeling and this helps staff to meet children's needs.

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Children's welfare and wellbeing Expected standard

Children take part in a range of sports activities developing their love and understanding of the importance of physical exercise. Children demonstrate their understanding of safety and the risk assessments in place. For example, they listen carefully to staff's instructions. Children access a range of climbing equipment and they skilfully move, climb and balance in a range of ways. They understand how to keep themselves safe. For example, by not walking underneath another child climbing and holding onto safety bars when needed.

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Inclusion Expected standard

Leaders have clear procedures in place for gathering information about children's care and learning. Care plans and procedures that are followed in school are replicated at the club. This provides consistency in care and routine for children with special educational needs and/or disabilities (SEND). Staff know children very well and ensure they gain relevant information from parents and teachers prior to children starting. They ensure the care they provide supports children's needs. For example, they put plans in place to support those who cannot remain in the main room when it gets busy and loud. This means children always remain calm and safe. Where there are emerging needs, staff communicate with parents and the school to ensure they are well-informed about children and able to meet their needs effectively.

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Inclusion Expected standard

Children with SEND are happy and settled. They develop relationships with staff and peers that helps them to feel confident at the club. Where needed, leaders understand the funding available to support children with high needs. They know the procedures to follow to ensure this is in place which makes the club accessible to all children.

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Leadership and governance Expected standard

Leaders have a clear overview of the clubs strengths and weaknesses. For example, they praise staff for their high-quality interactions and engagement with children. Additionally, they ensure the food menu is reviewed and adapted regularly to meet children's changing likes and tastes.

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Leadership and governance Expected standard

Leaders have a solid understanding of children with special educational needs and/or disabilities (SEND). Procedures in place ensure that children are well cared for and support plans are implemented. This supports children with SEND effectively within the club.

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Leadership and governance Expected standard

Leaders ensure regular supervisions are carried out to check staffs ongoing suitability and continued professional development. They provide training for staff that enhances their practice and interactions with children. For example, recent training has extended staffs understanding on science and engineering activities, enabling them to provide high quality opportunities within the club. Regular training also covers safeguarding updates to ensure staff have an in-depth understanding of the clubs policies and procedures.

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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 happy and excited to find out what is on offer. Staff talk to children about their day, home life and engage in general conversations. Younger children are collected from their class, where a quick handover with teachers takes place. Any important

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About this setting

Unique reference number (URN): 2772813 information is shared, supporting children's care and transitions and children make their way to the club ready to relax and play after school. Children with special educational needs and/or disabilities are well-supported throughout their time at the club. Children are happy and relaxed and enjoy accessing all activities on offer. Staff prioritise children's care and wellbeing such as providing a calm space and fidget toys to help them relax. This helps them to feel welcomed and valued at the club.

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About this setting

Children are encouraged to make their own choices. For example, some enjoy a healthy snack and others engage in play activities. They share some drawings they have begun and they quickly settle down to continue with their work. Staff provide support, listening to children read the stories they have created and teaching younger children to use scissors effectively. Staff show interest in children's hard work, asking questions and observing carefully. This helps develop children's confidence and self-esteem.

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About this setting

As well as a range of baking, art and sports activities, children also learn how to keep themselves safe. For example, they explore large climbing equipment and use a range of tools within the club. Staff correct children as they carry the scissors, helping them to understand how to stay safe.

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Next steps

Leaders should help staff to encourage children to take responsibility for their own belongings and environment and develop their self-awareness and sense of responsibility.

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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. Marys Community Primary School Elmham Road, Beetley Dereham NR20 4BW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: In School Sports Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:50 - 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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