Premier - Greenfield

Premier - Greenfield

Unique reference number (URN): 2794547 Address: Greenfield Lower School, Pulloxhill Road, Bedford, Bedfordshire, MK45 5ES Type: Childcare on non-domestic premises Registered with Ofsted: 14/06/2024 Registers: EYR, CCR, VCR Registered person: Shirley 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 Strong standard

Staff warmly welcome children into the club at the end of the school day. Children confidently follow familiar routines, independently putting away their belongings on arrival. They quickly choose activities, commenting on their favourite things to play with. Staff consistently use positive behaviour management strategies and specific praise to acknowledge children's efforts and achievements. Staff are excellent role models, interacting with children in a respectful, caring manner. Staff engage children in meaningful conversations, ensuring children feel listened to.

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Behaviour, attitudes and establishing routines Strong standard

Children are encouraged to play cooperatively and take part in group activities. For example, children work together to bounce balls off the parachute. Children and adults laugh together as they complete the activity, reflecting the positive friendships they are developing in the club. These warm interactions help children to feel safe and secure. Children learn to be kind, respectful and considerate to one another and behaviour is consistently very positive.

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Behaviour, attitudes and establishing routines Strong standard

Staff prepare children well for transitions by clearly explaining what will happen next. They ensure even the youngest members understand, by offering guidance when needed. As a result, children manage transitions smoothly, moving between activities calmly and confidently. When children are learning to regulate their emotions, staff provide quiet spaces. Staff liaise with the school to follow up and monitor attendance and speak to parents to identify any possible barriers. These approaches help all children, including those with special educational needs and/or disabilities, to feel included in the club.

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Leadership and governance Strong standard

Leaders have clear oversight of staff practice and children's individual needs. They work closely with the school to identify the best ways to support children with special educational needs and/or disabilities. Staff adapt the provision thoughtfully to ensure that all children can participate and feel supported. For example, they provide access to quiet spaces, fidget toys and offer sensitive emotional support for children who are learning how to regulate their emotions. Leaders regularly review and reflect on the impact of the support provided and consider how well strategies are meeting children's needs. They demonstrate a commitment to continuous improvement and ensuring positive outcomes for all children.

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Leadership and governance Strong standard

Leaders are highly reflective and are committed to creating a home-from-home environment, where children feel valued and included in all aspects of the club. They aim to provide enrichment through a broad range of activities and regularly review and adapt the provision to ensure it continues to meet children's needs and interests. They have a clear understanding of the strengths in the setting. They recognise that staff plan purposeful and engaging activities that children willingly participate in, supporting them to enjoy their time at the club and develop positive attitudes to play and learning.

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Leadership and governance Strong standard

Leaders prioritise staff wellbeing through regular supervision, ongoing discussions and positive feedback. They recognise the contribution staff make to children's experiences and

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Expected standard

the overall quality of the club. Staff report feeling valued and enjoy working in the setting. Staff keep their knowledge up to date through completing mandatory training.

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Expected standard

Robust recruitment procedures are in place to ensure the suitability of all staff. Leaders carry out regular checks to confirm that staff remain appropriate to work with children, helping to maintain a safe and secure environment.

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Children's welfare and wellbeing Expected standard

Staff have created a warm, welcoming and nurturing environment. They actively engage in activities with children, playing alongside them and making activities fun and meaningful. These positive interactions support children to build secure and trusting relationships.

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Children's welfare and wellbeing Expected standard

Younger children are allocated a key person, who takes time to get to know them well. Staff gather information through 'All About Me' forms and discussions with parents when children first join the club. This helps them to gain an understanding of children's interests, strengths and any barriers they may face. Staff use this knowledge to adapt provision to meet children's individual needs. They are particularly attentive to younger children's needs, ensuring they understand activities and how to take part, which promotes children's wellbeing.

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Children's welfare and wellbeing Expected standard

Children are confident to talk to adults and staff tune into their needs. Staff prepare snacks and meals safely, ensuring they are aware of children's allergies, dietary requirements and individual preferences. Children benefit from a range of healthy, nutritious foods, that promote healthy eating habits. However, opportunities to further develop children's independence are not always fully maximised. For example, staff do not consistently support children to develop their independence skills. Sometimes, they serve meals for children, rather than encouraging them to take responsibility for age-appropriate tasks, such as serving themselves or helping with simple aspects of meal preparation.

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Inclusion Expected standard

Leaders work closely with parents and school staff to gain a clear understanding of children's starting points, when they join, and to identify any barriers they may face. They use this information effectively to tailor the care and support they provide, ensuring that children's individual needs are met.

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Inclusion Expected standard

Staff implement a range of strategies to help children thrive. For example, when children are developing their ability to manage their feelings and emotions, staff provide quieter areas, use calming techniques and offer sensitive interactions. This supports children to feel secure and helps them develop the skills needed to regulate their emotions and manage their behaviour effectively.

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Inclusion Expected standard

Staff take time to find out about children's interests and use this information effectively to plan activities that engage and motivate them. Staff are skilled at ensuring that all children, regardless of their age, development or individual needs, can participate fully in activities on offer. Staff carefully explain activities before they begin and provide appropriate support throughout, helping to ensure even the youngest children understand what is expected and are able to take part with confidence. These inclusive approaches ensure that all children, including those with special educational needs and/or disabilities, feel included.

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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 happily and are warmly greeted by friendly, caring staff. They settle quickly into activities, confidently engaging with toys and resources that reflect their interests. For example, children show delight when they see the toy animals available for play and enthusiastically share their excitement with visitors.

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

The environment is thoughtfully organised to support different types of play. Children can be physically active, for example, through participating in parachute activities. They are also able to enjoy quieter experiences, including construction activities. Children move freely between activities, remaining engaged and motivated throughout their play.

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

Children demonstrate respect and kindness towards each other and adults. They listen attentively and respond positively to adult instructions and reminders. Staff provide additional guidance to younger children, helping them to understand routines and know what is happening next. This promotes their sense of security and their understanding of expectations.

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

Children enjoy the activities that staff carefully plan and provide. Staff actively engage in children's play, sitting alongside them, chatting with them, helping to make activities enjoyable and meaningful. This supports children to feel safe and secure within the setting. Children build friendships with each other and form positive relationships with staff, who are readily available to join in games and offer support. Staff take time to listen attentively to children, allowing them time to express their ideas and thoughts without feeling rushed.

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

Children benefit from healthy and nutritious snacks and meals offered in the club. Mealtimes are a relaxed, social time, where adults and children sit together, talking about their day. Staff consistently model good manners and children respond positively by demonstrating polite behaviour and consideration for others.

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

Children enjoy joining in with creative activities. For example, staff demonstrate how to make paper kites, which captures children's interest and encourages concentration. Children take pride in their achievements and are eager to share their completed creations with staff. Staff are inclusive in their approach and ensure that all children can participate in activities, helping children to develop a sense of belonging within the club. Staff regularly speak to parents about their child's time at the club and help to promote regular attendance.

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Next steps

Leaders should further support children to extend their independence, for example, through serving their own snacks and simple aspects of meal preparation.

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About this inspection

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

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Address:

Greenfield Lower School Pulloxhill Road Bedford Bedfordshire MK45 5ES

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Shirley Sports Limited

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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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Age range of children at the time of 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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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

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

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