Premier Wraparound @ Newtown

Premier Wraparound @ Newtown

Unique reference number (URN): 2820974 Address: Newtown Primary School, Clifton Road, Exeter, EX1 2BP Type: Childcare on non-domestic premises Registered with Ofsted: 08/01/2025 Registers: EYR, CCR, VCR Registered person: Steer Sports and Education 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 demonstrate that they feel safe, happy and secure in this positive and kind environment. Staff share rules with children at the start of the session. This ensures that everyone enjoys themselves and stays safe. Staff use clear age-appropriate communication so that all children, regardless of age and stage of development, can understand expectations. Staff get to know children well and develop positive relationships. Children behave exceptionally well together. For example, older children support younger children to score goals in football. Children are kind and welcoming to one another and play cooperatively. They take turns, share resources and play together beautifully. Relationships are characterised by deep mutual respect. All children genuinely cheer for one another when someone scores a goal, wins a game, or earns a certificate.

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Behaviour, attitudes and establishing routines Strong standard

Staff adapt games and activities so that all children can participate in enriching group activities. This enables all children to develop meaningful relationships. Staff's interactions are fun and encouraging. Children giggle as they play games on the playground. Children listen respectfully and follow staff's directions. Leaders ensure they follow up absences of children registered at the setting with both the school and families.

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Children's welfare and wellbeing Strong standard

Leaders and staff are fully committed to promoting an enriching, inclusive environment for all children who come to the setting. Staff find out key information and strategies that support children prior to children attending. They speak to school staff and families to consider the individual needs of all children. This ensures consistency that supports all children's wellbeing when planning routines and promoting their physical health. Children take part in regular outdoor activities, including travelling games and football. This develops their physical skills and wellbeing. These opportunities help to strengthen their core strength. Staff promote children's safety effectively, such as by playing games in the shade and having regular water breaks.

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Children's welfare and wellbeing Strong standard

Staff promote children's independence. Children manage their belongings and follow the clear, consistent routines. Staff provide highly effective, meaningful opportunities for children to build friendships and strengthen social skills. This has a significant impact on children's emotional wellbeing. Staff develop warm and trusting relationships with children and engage with them in play. Children settle quickly, feel emotionally secure and participate confidently in activities, for example decorating biscuits and construction. Staff follow established procedures for fire drills, lockdown drills, accident recording and medical needs. They ensure that children wash their hands before eating. Children are offered a choice of healthy options to eat. Individual dietary requirements are respected so all children are fully included.

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Inclusion Strong standard

Leaders and staff demonstrate a thorough knowledge of all the children in their care, including those with barriers to learning, such as English as an additional language. For example, leaders will meet with families and explain their booking systems and policies using symbols, objects of reference and computer translators. Staff build warm, positive relationships with all children and their families. They liaise closely with the school and parents to carefully meet children's needs. They put individual plans in place to meet children's needs. This means that activities support those who may face barriers to their learning or wellbeing. Children benefit from this targeted support, and care is tailored to each individual child. This ensures all children have a positive experience at the setting.

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Inclusion Strong standard

Leaders have a clear plan for how they would support any children with special educational needs and/or disabilities. Leaders and staff make sure that all children can take part in activities, regardless of age or stage of development. Staff carefully plan activities according to the children who are attending. This means that children who need extra support can join in with their friends. Leaders and staff have access to training to further extend their knowledge to best support children at the club.

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Leadership and governance Strong standard

Leaders demonstrate a clear understanding of the setting's strengths and areas for development. They are highly reflective and have a strong commitment to seeking ways to improve the provision. Leaders are deeply committed to ensuring all children's safety and enjoyment.

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Leadership and governance Strong standard

Leaders know the children, families and school community incredibly well. They regularly communicate with school staff to understand children's needs, including those with special educational needs and/or disabilities or barriers to learning. As a result, all children benefit from a clear and consistent approach. Leaders understand the needs of the local community. For example, they attend school fairs and are creating a leaflet that can be translated into different languages for families who speak English as an additional language. Leaders and staff build warm and respectful relationships with families and other professionals.

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Leadership and governance Strong standard

Leaders know their staff well and use this knowledge to tailor professional development. Staff are given time to access training and encouraged to access other learning to enhance their practise. Staff report that they feel valued and supported in their roles. Debriefs before every session identify priorities and adaptations needed to support children attending. Leaders create risk assessments to ensure children's safety. Staff are confident in how to follow the setting's policies and procedures to help keep children safe.

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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 confident members of this wraparound provision. They benefit from systems and routines that help them thrive. For instance, leaders promote regular attendance and follow up on any unexplained absences. Children are given the plan for the day so that all understand what is happening and feel secure. Children feel they belong and develop positive relationships in this safe and nurturing environment. Children listen attentively to the rules as staff set clear expectations for children's behaviour. This supports children's behaviour and wellbeing.

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Inspector:

Naomi Beck All children benefit from a range of activities that supports the ages and developmental stages of the children that attend wraparound care, including those with barriers to learning. Children's health and wellbeing is supported as they engage in outdoor opportunities. These are carefully planned and adapted according to the children attending. For example, the youngest children are gently passed footballs to enable them to succeed. Additionally, throughout the session, they are paired carefully to provide extra support or a greater challenge. Relationships between children and staff are strengthened through a careful balance of play and instruction. Children are given effective, supportive guidance. This supports children to build attachments and enjoyment at the club.

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Inspector:

Children choose their own snacks, tidy away resources and manage personal belongings. This helps to build their confidence and responsibility. Snack time is used as an opportunity for conversation and the development of social skills in a relaxed and supportive environment. Children demonstrate that they feel safe sharing with staff what they have done that day at school and catching up with their peers. Inside, children are provided with an adult-led activity. They demonstrate confidence as they choose from a range of activities. These have been carefully planned to meet the interests, ages and developmental ranges of all children who attend. Children demonstrate that they are both happy and settled at this warm and fun setting.

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Next steps

Leaders should build on their strong practice by continuing with targeted strategies to engage families and the wider school community from disadvantaged backgrounds and those who speak English as an additional language. This will have a transformational impact on the local community as more children and families benefit from the club's inclusive approach.

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About this inspection

The inspector spoke with leaders, staff, children, parents and grandparents 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:

Newtown Primary School Clifton Road Exeter EX1 2BP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Steer Sports and Education Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 17:45

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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