Premier Education WAC @ Canon Popham C of E Primary Academy

Primary Academy

Unique reference number (URN): 2797066 Address: Canon Popham C Of E Primary Academy, Church Balk, Edenthorpe, Doncaster, DN3 2PP Type: Childcare on non-domestic premises Registered with Ofsted: 28/06/2024 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

Leaders have high expectations for children's behaviour. They consistently demonstrate behaviours they expect from staff and children. Staff use clear language and plenty of praise and encouragement to support familiar routines. As a result, children understand expectations and behave well. Older children remind younger children how to sit when they are waiting for snack time. They demonstrate sitting straight and patiently waiting for their turn. Staff use mealtimes as an opportunity to develop children's understanding of good manners. For instance, they ask children whether it is appropriate to talk while food is in their mouths. Children put a thumbs down to reply. When they have finished chewing, staff ask them to explain why they put thumbs down. Children talk about the risk of choking and manners.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work effectively with parents and the host school to promote regular attendance and consistency for children.

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Behaviour, attitudes and establishing routines Expected standard

Children typically demonstrate positive attitudes. They remain engaged for sustained periods as they work collaboratively to build structures using magnetic construction resources. Staff introduce mathematical language, including 2D and 3D shapes, which helps to sustain children's interest and curiosity.

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Behaviour, attitudes and establishing routines Expected standard

Staff respond promptly when children need support with their behaviour, helping them to share, take turns and treat others with kindness. This supports children to develop positive relationships with their peers. Staff extend conversations with children about how they might feel if they got hurt and the importance of saying sorry. They focus on empathy by exploring how actions affect others, bringing genuine meaning to the word.

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Children's welfare and wellbeing Expected standard

Children demonstrate an understanding of healthy lifestyles. Staff promote healthy lifestyles through conversations, embedding active play and hygiene routines into daily activities. Children confidently discuss oral hygiene and the importance of being physically active. They learn about healthy eating and where food comes from. They demonstrate their knowledge as they recall unhealthy foods and the impact of sugar on their teeth. Staff and children take turns to be the quizmaster. They challenge each other to identify healthy and unhealthy foods. Children take pride in their role as the quizmaster, explaining their answer in detail. For instance, broccoli is a vegetable, and vegetables are healthy.

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Children's welfare and wellbeing Expected standard

All children have an allocated key person. Staff are highly responsive to children's individual needs. Children confidently approach staff for comfort when they are upset, want their needs met or to engage in an activity. Staff meet children's physical and emotional needs well. This builds children's resilience, trust and self-esteem

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Children's welfare and wellbeing Expected standard

Staff recognise and support children through their difficult feelings and emotions. For instance, staff encourage children to have physical contact and use calming strategies, such as hugging a tree. This helps them manage their feelings and emotions.

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Inclusion Expected standard

Staff gather detailed information from parents and the host school at registration. There is a clear plan to identify the needs of all children, including those with special educational needs and/or disabilities and others who may be disadvantaged. The manager and host school work together to remove financial barriers and help more children to access the provision. This ensures a shared understanding of children's needs before attending. The provision implements strategies and individual transition plans, if needed, in partnership with the host school. For instance, they use egg timers to ease transitions and teach children the concept of time.

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Inclusion Expected standard

Leaders and staff make effective adaptations to support all children. For example, staff are aware some children may need some quiet time after a busy school day. As a result, they provide, children with space to rest if they feel they wish to. This supports children's wellbeing and meets their individual needs.

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Inclusion Expected standard

Leaders work closely with parents. Parents say that their children talk about activities they have done at the club with excitement. Parents particularly value the provisions noticeboard. They say this allows them to see what their child's session is like.

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Leadership and governance Expected standard

Leaders, including those responsible for governance and oversight, demonstrate a clear understanding of the club's context. They share information and expectations across the provision effectively. Leaders provide staff with regular training that is tailored to the needs of the children attending the club. Leaders have identified further training to help staff consistently support children to understand and manage their emotions. Leaders have a clear process for recruitment and the induction of new staff members. All staff have knowledge on how to keep children safe and the referral process if they have any safeguarding concerns with children or colleagues.

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Leadership and governance Expected standard

Leaders place appropriate importance on staff wellbeing. Staff have regular supervisions, which identify training needs to support their development. Staff contribute ideas for activities and resources, helping to shape a provision that reflects children's interests and needs. This helps to continually inform and improve what is offered to children.

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Leadership and governance Expected standard

The manager has regular meetings with the host school. These focus on safeguarding, individual children's needs and to reflect on practice and processes. As a result, children, including those with special educational needs and/or disabilities or who face additional challenges, benefit from this joined-up approach across the club. Parents speak very highly of the club and staff. They feel staff are approachable and transparent when sharing information.

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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 are very happy to see the club staff. They smile as they are collected from their classrooms and their laughter can be heard down the corridor. Children know the club routines well. For example, at snack time older children help to lay the table and prepare snack. Children confidently line up to wash their hands before they eat. They have lots of opportunities to embed self-care and personal hygiene skills. Children know what to expect, they have a designated space, where they can have quiet time and one-to-one support with staff. This builds emotional security. Children show they feel safe as they explore and learn with confidence

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

Children enjoy an abundance of activities. These include active kicking, throwing and catching games and building large-scale models. Children excitedly develop their imagination as they draw, colour and make animal prints on dough. They learn about different types of illustrations. Staff are always nearby, providing encouragement, supporting turn-taking and celebrating children's successes. Children show confidence and form strong bonds with staff and one another.

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

Children's views are listened to and taken account of during the planning process. Staff provide activities and resources around children's individual interests and requests. For instance, when children show an interest in chess, staff provide the game and engage in play. When children ask to play noughts and crosses, staff engage children in conversation about where to place their cross and where might the next person place theirs This helps them to feel valued and gain a firm sense of belonging. These high-quality interactions support children's critical thinking and problem-solving. Children thrive in this club.

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Address:

Canon Popham C Of E Primary Academy Church Balk, Edenthorpe Doncaster DN3 2PP

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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 - 08:40,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00

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Next steps

Leaders should ensure that all staff consistently use the agreed approaches to support children to understand and manage their emotions.

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About this inspection

The inspector spoke with the manager, 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. 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. 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 .

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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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