premier@21

premier@21

Unique reference number (URN): 2802653 Address: School 21, Pitchford Street, LONDON, E15 4RZ Type: Childcare on non-domestic premises Registered with Ofsted: 10/10/2024 Registers: EYR, CCR, VCR Registered person: Verona Sports 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.1

How we evaluate safeguarding

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

p.1

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.1

Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive behaviour and have a clear understanding of what is expected of them at the after-school club. Leaders have established simple, effective rules that help to keep everyone safe and are typically accessible for children of all ages and abilities.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children make independent choices about the activities they wish to participate in and show high levels of engagement. They interact positively with one another, chatting, laughing and supporting their peers. For example, older children confidently help younger children during model-making activities, demonstrating kindness and cooperation.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children generally respond well to staff's expectations and behave appropriately. They follow established routines, respond promptly to requests to tidy away resources and remain calm, even during periods of hot weather. Children understand the importance of following rules, especially those relating to their safety and wellbeing.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders and staff implement effective procedures for attendance and punctuality, following up promptly when children are absent or arrive late. Staff take account of children's ages and stages of development, when managing low-level behaviour, using appropriate reminders where needed. However, occasionally children are not as attentive as they could be. Leaders do not gather enough information on children's day at school when picking them up. This can limit the child's full engagement during the after-school club session.

p.2

Children's welfare and wellbeing Expected standard

Leaders and staff care for children well at this after-school club, and their personal care needs are met effectively. They wash their hands independently, know where the bathroom facilities are located and understand how to move safely around the setting. Leaders and staff respond promptly and effectively to make adjustments to support children's wellbeing and safety. For example, they ensure that during temperature extremes, such as heat waves, children have an early snack time and outdoor play is limited to shorter cooler periods.

p.2

Children's welfare and wellbeing Expected standard

Leaders and staff organise snack time effectively. They provide a healthy selection of fruit and vegetables and demonstrate good food hygiene practices by wearing appropriate protective clothing, when preparing food. Children of all ages are encouraged to butter their own pitta bread, with staff providing gentle guidance and encouragement to promote their independence. Snack time is calm and sociable. Staff respond sensitively to how children are feeling after the school day, allowing natural pauses in conversation and reinforcing positive behaviour expectations through warm, respectful interactions.

p.2

Children's welfare and wellbeing Expected standard

Staff are warm and responsive towards all children, building positive and trusting relationships. Children know they can approach a familiar adult for comfort and support if they are upset or feeling sad. However, some children arrive at the club reluctant to join activities or appearing unsettled. Although staff provide appropriate reassurance and encouragement throughout the session, leaders do not routinely seek relevant information from parents or class teachers about the reasons for children's emotional presentation. As a result, opportunities to fully support children's wellbeing are missed. Strengthening communication and partnership working with the host school and parents would enable staff to better understand and meet children's individual emotional needs, further enhancing their wellbeing.

p.2

Inclusion Expected standard

Leaders and staff have high expectations for all children. They actively remove barriers to participation, ensuring that every child feels welcomed, safe, able to make friends and fully included in the club's activities.

p.3

Inclusion Expected standard

There are currently no children with special educational needs and/or disabilities attending the club. However, leaders ensure staff are well prepared to meet a wide range of needs should they arise. Leaders provide staff training on adapting games, resources and activities to promote inclusion for all children. Leaders also ensure all staff assess children's needs, plan appropriate support, implement strategies and review their effectiveness to ensure all children receive the support they need.

p.3

Inclusion Expected standard

Leaders gather relevant information about all children before they attend the club and share this appropriately with staff to provide a consistent and informed starting point. Leaders brief staff during bi-weekly briefings on children's individual needs and work effectively with the host school to ensure consistent approaches between school and the club. Leaders make thoughtful adjustments to activities to ensure all children can join in. For example adjusting rules of planned games. This ensures all children continue to access the provision. Children understand the reasons for the changes and respond positively to staff expectations.

p.3

Leadership and governance Expected standard

Leaders are committed to providing high-quality after-school care that is tailored to meet the needs of every child. They demonstrate an effective understanding of the setting and are reflective in evaluating their practice, identifying clear priorities for ongoing improvement.

p.3

Leadership and governance Expected standard

Leaders and staff know children well and develop warm, responsive relationships that help children feel safe, valued and included. Leaders have established clear and robust recruitment, induction and training procedures to ensure staff are suitable for their roles. They regularly monitor staff practice through supervision, identifying any gaps in knowledge and ensuring staff understand the expectations of their role before working with children. Leaders ensure staff receive relevant and up-to-date training, including safeguarding, special educational needs and/or disabilities and health and safety. Staff speak positively about the leadership team, reporting that they feel well supported, valued and listened to. Leaders also take staff workload into account, enabling them to carry out their responsibilities effectively and maintain high-quality practice.

p.3

Leadership and governance Expected standard

Although attendance at the club is not compulsory, leaders demonstrate an effective commitment to children's welfare by following up unexplained absences and checking in with families at collection time. This proactive approach helps to promote children's safety and wellbeing. Leaders recognise that communication between the host school and parents could be strengthened further to ensure greater consistency in supporting children's emotional wellbeing across the club.

p.3

Compulsory Childcare Register requirements

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

p.4

Register

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

p.4

Voluntary Childcare Register requirements

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

p.4

Register

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

p.4

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

Children settle into the after-school club calmly, following the well-established routines put in place by leaders and staff. On arrival, they greet familiar adults, register their attendance and hang up their belongings independently. They enjoy chatting about their school day and

p.4

Inspector:

meeting up with their friends. Children clearly look forward to attending the club and enjoy spending time playing and socialising with their peers.

p.5

Inspector:

Children have access to a wide range of activities, including board games, crafts and construction resources. On a typical day, they also enjoy using the outdoor area and participating in organised sports and games. Children of all ages play and interact well together, with older children demonstrating kindness and responsibility by supporting younger children when needed. For example, during a board game activity, older children help younger children with counting and understanding the rules.

p.5

Inspector:

Children enjoy healthy snacks and are developing a good understanding of the importance of making healthy choices and keeping themselves safe. For example, they understand why they are unable to access the outdoor area during the current heatwave due to weather warnings. Children manage their personal hygiene effectively and recognise the importance of washing their hands before eating.

p.5

Inspector:

Leaders and staff know the children well. They listen carefully to children, engage positively with them and value their views and opinions. As a result, children demonstrate high levels of confidence, independence and engagement in their chosen activities. For example, while children draw minibeasts, staff encourage discussion about the names of different body parts and support children to add greater detail to their drawings and colouring.

p.5

Inspector:

Leaders and staff monitor attendance effectively and work closely together to ensure that any unexplained absences are followed up promptly with parents and carers, helping to promote children's safety and wellbeing.

p.5

Next steps

Leaders need to ensure they liaise with school staff and parents around the wellbeing of children they are expecting at the club. Leaders and staff need to ensure everyone understands the behaviour rules at the club.

p.5

About this inspection

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

p.5

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. Gareth Cotterell

p.5

Address:

School 21 Pitchford Street LONDON E15 4RZ

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Verona Sports Limited

p.6

Facts and figures used on inspection

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

p.6

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.7

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.7

Needs attention

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

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. 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.7

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