Premier Wraparound Care at University of Cambridge Primary School

Cambridge Primary School

Unique reference number (URN): 2795487 Address: University Of Cambridge Primary School, Eddington Avenue, Cambridge, Cambridgeshire, CB3 0QZ Type: Childcare on non-domestic premises Registered with Ofsted: 07/06/2024 Registers: EYR, CCR, VCR Registered person: Premier School Limited

p.1

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.

p.2

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

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.

p.2

Children's welfare and wellbeing Strong standard

Care practices are highly effective in meeting children's individual needs. Leaders ensure that all children receive tailored support, with particular attention to disadvantaged children, those with special educational needs and/ or disabilities, children known or previously known to children's social care, and those facing barriers to learning or wellbeing. Where needed, funding is used purposefully to support attendance so children can access breakfast and an afternoon meal, helping to promote stability and readiness for the day.

p.2

Children's welfare and wellbeing Strong standard

Secure and responsive relationships are a key strength. Children are greeted individually in a warm, friendly and respectful way and are supported to share how they are feeling on arrival. Staff interactions are consistent and nurturing, helping children to feel safe and confident. Children respond positively, approaching staff readily to talk and share experiences, showing strong and trusting relationships.

p.2

Children's welfare and wellbeing Strong standard

Children are well supported to understand physical development, health and wellbeing. For example, they use model teeth to learn effective brushing techniques and understand the importance of oral hygiene. They are also given toothbrushes to take home, supporting health routines beyond the setting and particularly benefiting children who may face barriers to resources.

p.2

Children's welfare and wellbeing Strong standard

Children are supported to recognise, express and manage their emotions. Staff use simple prompts, such as happy, sad or tired, to help children identify feelings. Where needed, targeted 'crisis' strategies support emotional regulation and wellbeing.

p.2

Children's welfare and wellbeing Strong standard

Leaders maintain an inclusive environment with high expectations for welfare and wellbeing, ensuring children can participate in ways that suit their needs and preferences. Staff also support online safety through discussions about appropriate gaming and workshops that build staff knowledge, with guidance shared with parents to reinforce consistent expectations.

p.2

Inclusion Strong standard

Children's individual needs are identified through meetings with parents at registration and regular discussions with the school special educational needs and/or disabilities coordinator (SENDCo) and teaching staff, ensuring a clear understanding of each child's circumstances from the outset. Leaders use weekly SENDCo meetings to review progress and agree strategies, ensuring support is responsive and well matched to need. Leaders take effective action to reduce barriers through reasonable adjustments, targeted support and inclusive practice. Staff consistently apply the school behaviour policy, helping children feel secure through familiar routines and expectations.

p.3

Inclusion Strong standard

Children's progress is closely monitored and support is regularly reviewed to assess impact. Staff respond sensitively to emotional needs in the moment, adapting practice to help children regulate and re-engage in learning. Extra funding, such as early years pupil premium funding, is used effectively to support disadvantaged children, improving access, engagement and wellbeing. Leaders use this to promote attendance, provide breakfast and provide resources, such as sensory equipment, to support children's emotional regulation and positive participation.

p.3

Inclusion Strong standard

Staff receive extensive training in the graduated approach, enabling them to identify and respond to emerging needs. Leaders work closely with families, professionals and agencies to ensure coordinated support. Children who are looked after and those known to social care, are supported through strong relationships and tailored interventions, including interest-based engagement, such as riddle games, helping them feel secure, included and able to thrive.

p.3

Leadership and governance Strong standard

Since registration, leaders have taken decisive action to strengthen the day-to-day running of the setting through targeted staff training and robust systems. These improvements have led to greater consistency in practice, clearer communication and a more structured approach that supports children's experiences effectively.

p.3

Leadership and governance Strong standard

Leaders have a clear understanding of the setting's strengths and use this to drive continuous improvement. They identify areas for development and respond promptly, with a current focus on further upskilling staff in supporting children who experience crisis or emotional distress, ensuring children feel seen, heard and understood.

p.3

Leadership and governance Strong standard

Leaders make decisions that prioritise children's best interests. They focus strongly on supporting disadvantaged children, those with special educational needs and/ or disabilities, children known or previously known to social care, and those facing barriers to learning or wellbeing. Funding is used effectively to provide targeted interventions, one-to-one support, emotional regulation resources and inclusive experiences, ensuring all children are able to access and engage in the provision.

p.3

Expected standard

Leaders consider staff wellbeing and workload in decision-making, providing clear roles, daily staff huddles and a positive team culture, where staff feel supported and valued. Professional development is a strength with ongoing training linked to the early years foundation stage, special educational needs and/or disabilities, safeguarding and behaviour, supported by mentoring, discussions and tools, such as flash cards to embed learning in practice.

p.4

Expected standard

Leaders have strengthened communication and partnership working, including the use of an online platform to support consistent information sharing between home and the setting, and effective collaboration with families, schools and professionals to support children's progress and wellbeing.

p.4

Behaviour, attitudes and establishing routines Expected standard

Leaders have established a positive environment with clearly understood expectations for behaviour. Children arrive confidently, settle quickly into familiar routines and show enthusiasm for activities throughout the session. Warm relationships between practitioners and children support a calm and welcoming atmosphere. Staff know the children well, interact with humour and care and children respond by chatting freely with adults and peers, showing they feel secure and valued.

p.4

Behaviour, attitudes and establishing routines Expected standard

Children are supported effectively to collaborate and get along with others. They engage in shared play, such as camouflage games, LEGO and magnetic blocks, where they take turns, cooperate and solve problems together. Staff model positive communication and reinforce sharing and teamwork through meaningful interactions.

p.4

Behaviour, attitudes and establishing routines Expected standard

Clear routines promote independence and responsibility. Children help themselves to breakfast, clear plates and tidy resources, responding positively to instructions. Younger children are encouraged to complete tasks, such as removing coats independently, building confidence and self-help skills. Although children know their routines well, towards the end of the morning session some children became a little restless as they prepared to transition into lessons.

p.4

Behaviour, attitudes and establishing routines Expected standard

Leaders promote attendance and punctuality through a robust system linked closely to the school, helping children settle quickly and maximise their time in the setting. Staff consistently apply the 'Remind, Reflect, Restart' approach, to support children to understand expectations and regulate behaviour. Where needed, adjustments such as visual lanyards and one-to-one support ensure all children can access routines, feel included and succeed within the setting.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children arrive confidently and are greeted individually by staff, helping them settle quickly into the routine. They begin their day with breakfast, where they help themselves and clear their own plates afterwards, building independence and responsibility. Younger children are encouraged to manage tasks, such as taking off their coats by themselves, supporting the development of confidence and self-help skills.

p.5

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

Children feel they belong in a calm and inclusive environment, where staff show care, kindness and respect. They develop trusting relationships with staff and often share their

p.5

About this setting

Unique reference number (URN): 2795487 morning experiences and news from home, supporting their confidence in communication.

p.6

About this setting

Children enjoy a wide range of active and engaging experiences. They take part in group games in large spaces, promoting excitement, collaboration and physical activity before the school day. They also access soft-play equipment in a large hall, as well as activities such as LEGO and magnetic blocks, where they work together and are supported in developing shared ideas and problem-solving skills.

p.6

About this setting

Staff are friendly and create a warm, welcoming and often humorous atmosphere, helping children feel relaxed and included from the moment they arrive. Children respond positively to this and confidently settle into the routine, beginning their day with breakfast where they help themselves and clear away afterwards, building independence.

p.6

About this setting

Children engage enthusiastically in active games, such as camouflage in the hall, where they hide and identify each other, promoting cooperation and excitement before the school day. They also enjoy soft play and collaborative construction activities, where they explore, build and play alongside peers in a supportive environment.

p.6

Next steps

Leaders should refine transition times so that children remain focused and engaged, particularly towards the end of sessions, to help maintain positive behaviour and sustained involvement in learning.

p.6

About this inspection

The inspector spoke with leaders, staff and children during the inspection.

p.6

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.

p.6

Address:

University Of Cambridge Primary School Eddington Avenue Cambridge Cambridgeshire CB3 0QZ

p.7

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Premier School Limited

p.7

Address:

Operating hours: Monday,Thursday,Friday : 07:30 - 08:40,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8