Premier Cringleford Prep Wrap Around Care

Premier Cringleford Prep Wrap Around Care

Unique reference number (URN): 2801498 Address: Cringleford Prep, Woolhouse Way, Cringleford, Norfolk, NR4 7FU Type: Childcare on non-domestic premises Registered with Ofsted: 06/08/2024 Registers: EYR, CCR, VCR Registered person: Premier Agents 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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Children's welfare and wellbeing Strong standard

Leaders and staff are fully committed to promoting children's physical development and wellbeing. They offer children a wide variety of opportunities to promote their physical health and development, such as ball games and hockey. Staff provide a range of specialised experiences, including fencing and archery. This helps children to develop self-discipline, determination and persistence, as well as an understanding of how to keep themselves and others safe.

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Children's welfare and wellbeing Strong standard

Staff consistently prioritise children's emotional wellbeing. They work with the school and with parents and carers to help children settle into the club and form secure attachments with staff. Staff provide planned activities, such as yoga, to support children to identify and express their emotions effectively. They provide targeted support to help children develop resilience, using games to teach children how it feels to win and lose.

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Children's welfare and wellbeing Strong standard

Leaders and staff consistently promote healthy lifestyles. Staff offer enrichment opportunities focusing on topics such as oral care. They invite dentists into the club and provide teeth cleaning activities which help children learn the importance of caring for their teeth. Staff provide a wide variety of healthy foods and encourage children to try new foods, such as falafel and hummus. They ensure that children's individual dietary requirements are respected so all children are fully included. Children enjoy socialising at snack time and independently serve themselves, consistently making healthy choices.

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Leadership and governance Strong standard

Leaders are passionate about providing high-quality care and learning in the club. They provide comprehensive induction and supervisory meetings to support staff develop their skills and knowledge. Leaders ensure staff have access to training. They provide staff with opportunities to take on further responsibilities and clear pathways for career progression. Leaders consider the individual needs of staff and ensure their workloads are manageable. Staff report feeling very well supported in the club. They value the ongoing training that enhances their practice. Leaders ensure training is of a high standard and precisely matched to the needs of staff and the club.

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Leadership and governance Strong standard

Leaders are highly evaluative and consistently review the effectiveness of the club. They work with staff to identify strengths and areas for development. Leaders and staff have recognised the need to support staff to be consistent in how they manage children's behaviour. They have created detailed action plans, including introducing strategies to support children's behaviour more consistently. Leaders are continuing to fully embed this, reviewing the impact regularly.

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Leadership and governance Strong standard

Partnerships with parents and carers are a key strength in the club. Leaders continue to seek ways to further engage families and share information. They host events, such as picnics and parties, which help parents and children to get to know staff. Leaders and staff

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Expected standard

create excellent relationships with the school which aids consistency of care for children. Staff share information with teachers and parents to ensure children's needs are met.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work with the school and with parents and carers to promote regular attendance. They help children to learn the routines and expectations of the club. Children settle immediately to their play, enjoying the range of experiences staff provide and confidently requesting other resources to extend their learning. Children collaborate well when building in the construction area and enjoy playing card games together. They care for their own belongings and manage their own personal care needs, developing independence skills. Children typically help to look after the club, such as washing up after snack time. This helps them to develop their sense of responsibility. Staff get to know children well and develop positive relationships. Children listen respectfully and follow their directions.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff generally provide guidance for children's behaviour. They use a 'fun agreement' which helps children to understand that they can enjoy themselves when playing while make ensuring that everyone stays safe. Staff model and promote positive manners and typically support children to behave positively. However, they do not apply strategies to manage children's behaviour consistently. This means that children are occasionally distracted from their play. Staff adapt routines so all children can participate in enriching group activities, supporting their social development.

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Inclusion Expected standard

A key priority for leaders is to ensure that every child feels included in the club. They provide training for staff so they can identify and support children with special educational needs and or disabilities. Staff work closely with the school to understand children's individual needs. They typically implement tailored strategies to support children. Staff help children to manage their emotions by teaching them to recognise and express their feelings appropriately. They adapt routines so children have time to unwind or process their emotions.

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Inclusion Expected standard

Staff have high expectations for all children and adapt their approach so everyone can participate. They generally provide extra support, resources and time for children to complete their activities. Staff frequently speak with children about differences between them and the importance of respecting these. They provide group activities and ensure every child, including the quieter ones, participate. For example, during ball games, staff encourage children to share information about their preferences, homes and families. This helps them to develop confidence and pride in their backgrounds. Staff ensure that children with dietary or medical needs are included in all aspects of the club. They adapt mealtimes so they remain safe while participating fully.

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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 settle well into the club because leaders work closely with the school and with parents and carers. Leaders use these partnerships to promote children's attendance and gather information about children's individual needs. Children and their families attend events before starting, which helps them to build trusting relationships with staff. Children quickly get to know the routines of the club. They queue patiently when waiting for other children to arrive. Children take part in physical activities in the school hall. This helps them to release energy and prepare for the rest of the session.

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About this setting

Unique reference number (URN): 2801498 Children settle quickly to their play. They engage with a wide range of experiences, such as play dough and construction. Children form secure relationships with staff. They enjoy talking about their school day and home lives. Children feel valued because staff listen and respect their opinions and preferences. Their confidence grows as staff involve them in activities and encourage them to share information about their backgrounds. Staff adapt activities so all children are included. This helps children to feel valued. Children who need quiet time receive space to regulate their emotions.

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About this setting

Children play card games and ball games together. This helps them to build friendships. Children play together well and are kind and polite to each other. Children develop independence skills as they learn to take responsibility for their own belongings. They consistently learn to make healthy choices and deepen their understanding of healthy lifestyles. For example, they create three-dimensional models of teeth. Children discuss with staff how teeth become damaged and the importance of looking after them.

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About this setting

Children benefit from a wide range of enriching activities, such as fencing and archery. These experiences enhance children's learning and help them to develop resilience and perseverance. They also help children to learn how to keep themselves and others safe.

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Next steps

Leaders should support staff to consistently promote children's positive behaviour through highly impactful support.

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About this inspection

The inspector spoke with leaders, staff, parents and carers 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.

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Address:

Cringleford Prep Woolhouse Way Cringleford Norfolk NR4 7FU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Premier Agents Limited

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Address:

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