Premier Education WAC - Fordham All Saints CofE VC Primary School

CofE VC Primary School

Unique reference number (URN): 2804448 Address: Fordham All Saints Primary School, Mill Road, Fordham, Colchester, CO6 3NN Type: Childcare on non-domestic premises Registered with Ofsted: 31/07/2024 Registers: EYR, CCR, VCR Registered person: Premier Sportscoach Solutions 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 Strong standard

Children play and relax in the small and cosy club. Staff ensure children are welcomed in to a calm, respectful and happy atmosphere. Children are very familiar with the consistent routines and confidently store their personal belongings on arrival. However, staff are very mindful and flexible in their approach and take account of children's ages, circumstances and development, when supporting them and their behaviour. An effective key-person system in place means young children have formed close bonds with a trusted member of staff who guides and supports them extremely well.

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Behaviour, attitudes and establishing routines Strong standard

Children negotiate well between themselves. They discuss and advise each other on healthy food choices as they make sandwiches. They make suggestions to help their friends and happily pass utensils to one another. Children know the importance of hand washing when they arrive and before they help prepare snack. Even the youngest children take care of their personal needs with confidence. Children understand the high expectations and routines of the club and these are securely embedded in practice. Staff are friendly and calm role models. They support children to manage their feelings and emotions and help them understand the impact some behaviour has on others. Leaders prioritise attendance to ensure children's wellbeing and participation.

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Children's welfare and wellbeing Strong standard

Children benefit from the wide variety of physical activities available to them and enthusiastically participate in team sports. These keep children active and engaged and provide opportunities to let of steam after a busy day at school. Priority is given to promote outdoor play and sporting activities. Staff organise daily structured team games, such as football and netball. However staff also provide children with quiet comfortable spaces for those who prefer, and where they can rest and recharge. Children enthusiastically help prepare snack and healthy lifestyles are promoted as a priority at club. Children demonstrate positive attitudes to healthy lifestyles and develop a secure understanding of how to keep safe and healthy. They make choices from a variety of fillings as they make sandwiches and enjoy a selection of fruits. Staff supervise children well during mealtime and are vigilant for those with allergies or dietary needs. Older children support the

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Children's welfare and wellbeing Strong standard

younger children and this helps them develop a sense of belonging. Staff are kind and caring, they listen to the children and respond to their requests. Children have established secure relationships with them. Children's emotional wellbeing is a priority. They are encouraged to communicate their feelings and emotions and are supported appropriately. Children thrive in this caring and inclusive environment where their wellbeing and welfare are prioritised.

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Inclusion Strong standard

Leaders promote an inclusive culture and environment, where all children are warmly welcomed and can participate fully. Leaders promote and prioritise communication with parents and carers, and class teachers, to ensure positive partnerships and a collaborative approach to support children.

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Inclusion Strong standard

Leaders ensure that during the registration process they work closely with parents to gain robust information about their child's unique needs, culture background and abilities. Leaders have also established positive, professional working relationships with the head teacher and staff at the host school, who welcome the clubs presence. This helps leaders respond effectively and ensures continuity of care.

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Inclusion Strong standard

Staff identify children who may need additional help, such as younger children attending, or those who may face barriers to learning and/or wellbeing. They make thoughtful adjustments such as offering quieter spaces, extra time to complete tasks or increased adult support. Close supervision and support is put in place for children with higher needs, which enables them to attend and take part fully. Staff adapt routines and resources so every child can join in. This helps children to develop independence and succeed during tasks. Any additional funding children may receive is used appropriately to ensure a positive impact on outcomes, for example the provision of additional resources.

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Leadership and governance Strong standard

Leaders are effective and well established. They maintain a comprehensive overview of all aspects of the provision and daily practice. There is a clear management structure in place both from the central team and at each individual club. The manager and staff are extremely well supported in their role. They work effectively as a wider team and have an embedded culture of self-evaluation. There is a shared desire to provide children with the highest quality care and to strive for excellence. All practice is monitored and evaluated and allows for consistency and accountability. Leaders are realistic in their strengths and are able to identify areas to develop further. They are responsive to any feedback provided from the children, parents and carers or the team of staff. Leaders work closely with the host school to support continuity of care and smooth daily transitions. Systems are well organised, enabling leaders to respond promptly to any issues that arise and ensure the setting runs

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Leadership and governance Strong standard

efficiently. A robust recruitment and induction process ensures staff are confident and are prepared ready and suitable for their role. Leaders place a strong emphasis on staff wellbeing. Staff speak positively about their role. They say they receive consistent support from the leadership team. They feel valued and listened too and have access to continuous professional development opportunities. This enables them to further develop their skills and knowledge.

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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 have immense fun and are excited to attend club after their day at school. They are confident, happy and arrive with enthusiasm to participate in all activities provided. They are welcomed by calm and attentive staff who know them well. Stringent systems in place ensure staff have a secure knowledge and information regarding children's individual needs and abilities, including those who may have barriers to learning or wellbeing. Children seamlessly join in activities of their choice, settle quickly and engage in conversations with staff about their busy day at school. Staff are aware of new and younger children and those who require additional support attending. They ensure they receive the reassurance and gentle guidance they need.

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

Children have formed positive and trusting relationships with the dedicated staff. Young children receive excellent attention to ensure they feel safe, secure and are fully included in all that is available. They confidently approach staff if they need support or help. Staff are nurturing and they respond sensitively, supporting children's emotional wellbeing. This helps children relax, fully participate and enjoy their time at club with their friends. Children show curiosity and have a very positive attitude to participating in new opportunities and learning new things. The club provides children with a wide variety of sport opportunities. For example, children thoroughly enjoy their time outdoors participating in games of netball. They listen intently to the rules of the game and guidance provided. They patiently turn take as they learn the skill to shoot and score. They encourage their friends and support the

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

youngest children. They show kindness and are genuinely pleased for their friends when they score a goal. Children resolve minor disagreements, showing increasing independence and empathy. Children's behaviour is exemplary. Leaders are aware of the importance of attendance of those booked to attend club, they follow systems in place and work in partnership with the school and parents and carers to ensure children's attendance and wellbeing.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, staff, parents 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:

Fordham All Saints Primary School Mill Road, Fordham Colchester CO6 3NN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Premier Sportscoach Solutions Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 03:15 - 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

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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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