DDivine Training at Pembury Primary School

DDivine Training at Pembury Primary School

Unique reference number (URN): 2814035 Address: Pembury Primary School, Lower Green Road, Pembury, Tunbridge Wells, TN2 4EB Type: Childcare on non-domestic premises Registered with Ofsted: 07/10/2024 Registers: EYR, CCR, VCR Registered person: DDivine Training Ltd

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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

All staff are highly positive role models and support children to behave incredibly well. Children are kind and respectful of each other and follow the rules and boundaries with maturity. All children are patient and mature during turn-taking and team activities. Children are respectful and show empathy towards others. Children encourage and reassure each other, as they cheer each other on and encourage each other during activities. They praise their friends' models they make from clay and children show pride in their own achievements as well as their friends. Children enjoy each other's company and the company of staff. There is a highly positive relationship between staff and children. There is a well embedded key-person system in place.

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Behaviour, attitudes and establishing routines Strong standard

Children have opportunities to be highly independent. This includes choosing what activities they wish to participate in. Children help prepare and serve their meals and wash up afterwards.

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Behaviour, attitudes and establishing routines Strong standard

Staff monitor children's attendance closely and ensure that they follow up any unexplained or unplanned absences with teachers and parents. This helps staff ensure they can promptly identify any potential patterns of attendance that may require additional attention.

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Behaviour, attitudes and establishing routines Strong standard

Children know the routines, which are well embedded and followed with independence by all children, including the youngest and those with special educational needs and/or disabilities.

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Children's welfare and wellbeing Strong standard

All children are very happy, settled and confident. Staff have successfully created a safe and welcoming space to ensure that they support children to come into the club happily and excitedly engage in their play opportunities. The club is inviting and staff have thought out the organisation of the setting well to ensure that all children are engaged in something they enjoy upon arrival. This is demonstrated when all children are keen to make their own models with air drying clay. They talk to staff about what air drying means and how they think this may work to make their models solid.

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Children's welfare and wellbeing Strong standard

Leaders and staff are highly engaging and interact well with children. Children enjoy their company. For example, meal times, are an integral part of the clubs routine which is sociable and purposeful. For example, children are confident to recall and share their thoughts about how their day has been.

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Children's welfare and wellbeing Strong standard

There is an effective key person system well embedded for early years children and those who require additional support. This supports children to feel very safe and secure. Children play with confidence and enthusiasm and staff know children well. This helps them to interesting plan and provide play experiences that they know children will enjoy, such as football tournaments.

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Children's welfare and wellbeing Strong standard

Children have extensive opportunities to be active and exercise and rest and participate in calmer activities. Children are provided with healthy and nutritiously balanced meals. Children learn about the importance of following health and hygiene practices, such as completing thorough handwashing routines with great independence. Children discuss the importance of healthy eating and discuss different food groups, such as the positive benefits of eating protein as part of a balanced diet.

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Inclusion Strong standard

Leaders and staff have a comprehensive understanding of how they swiftly identify needs of all individual children, including children who may join who have special educational needs and/or disabilities (SEND). This includes carrying out regular observations and liaising closely with teachers and the SEND professionals at the school. Staff have individualised plans for children with SEND and are highly skilful in making sure they adapt activities and equipment to minimise barriers to their play opportunities. This includes disadvantaged children, children who are known (or previously known) to children's social care and those who face barriers to their learning and/or wellbeing. This is demonstrated when staff complete specific training and share resources and equipment with families.

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Inclusion Strong standard

Staff monitor children's time at the club thoroughly. They make effective adaptations to support all children. For example, staff provide more individual time with children with SEND. Staff know children very well and children are challenged accordingly. For example, staff know children have a keen interest in puzzles. Therefore, they purchase more complete puzzles to challenge and engage children even further as they play.

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Inclusion Strong standard

Leaders and staff have established strong links with families and teachers at the school. This includes sharing key information about children and their day. Staff are confident in their knowledge of how to seek advice and who to access support from regarding children's development and wellbeing. Staff know where to direct families for the highest support and prioritise the wellbeing and welfare of all families and children.

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Leadership and governance Strong standard

Leaders prioritise the mental health and wellbeing of staff, offering support and regular meetings. The leaders ensure that staff's workload is manageable. Leaders have worked extremely hard to support the team to work highly effectively together. Ongoing changes are highly purposeful and well thought out and staff have detailed development plans already being actioned. This includes a continued improvement being made to enhance opportunities for children to learn about other experiences and communities outside of their own, such as language, in more extensive ways.

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Leadership and governance Strong standard

There is a strong partnership with parents and other early years professionals, such as the teachers at the school. For example, they keep them informed of their children's day and share children's achievements with them daily. There is a strong and consistent link between children's shared care and play opportunities, which provides children with consistent opportunities across both settings they attend. Leaders are extremely passionate, dedicated and have very high expectations of both themselves and staff. Therefore, all staff have a high expectation of their performance and strive to provide the best possible outcome for all children.

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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 very happy, settled and confident in the safe, friendly and welcoming club. All children arrive excitedly and know and follow the routines with independence. This includes putting their bags away and choosing their activity of choice. Children are engaged in their play opportunities. They have an active role in adding to the club activity plans. This helps ensure that all children have a sense of ownership and enjoy their activities during their time at the club. Staff know children's individual personalities, including their likes and dislikes, incredibly well and have a well embedded key-person system in place. This helps staff ensure they plan activities and provide resources that they know will interest children and engage them excitedly in their play opportunities. This includes an extensive range of arts, crafts, team games and sport activities, such as cricket.

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

All children develop skills to support their future learning. This includes building on what they already know and what they are learning at school. Staff ensure that they support children through a highly positive and consistent approach to their learning and play at school. This includes staff liaising with teachers about any key topics and supporting children with their homework projects. Staff participate in beneficial training alongside the school to support children, such as learning about the impact of artificial intelligence on childhood.

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

Children get the most out of their play opportunities. This is clear when staff skilfully extend or simplify games, such as team running competitions. They skilfully ensure they adapt equipment and rules to enable all children, including those with special educational needs and/or disabilities to participate happily. For example, children use different sized bats and balls while playing games, such as tennis.

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

All children enjoy and engage happily in their play opportunities. Children have an active role in making plans and take great ownership and pride in the club. Children have a wide range of interesting play opportunities, both indoors and outdoors. This includes card games, quizzes and team games, such as basketball.

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

Children successfully meet high expectations of their behaviour outlined by staff. As a result, all children behave incredibly well. This includes showing kindness and empathy to each other and sticking up for the rights of each other in highly mature ways. Children learn how to respect each other's boundaries and follow rules impeccably.

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

Staff and leaders liaise closely with school and parents to ensure that together they monitor children's attendance and share the importance of being punctual and regularly attending school.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to enhance opportunities for children to learn about other experiences and communities outside of their own, such as language, to realise a transformational impact on all children's knowledge.

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About this inspection

The inspector spoke with leaders, staff, children and parents 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

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Address:

Pembury Primary School Lower Green Road, Pembury Tunbridge Wells TN2 4EB

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:40,Monday,Tuesday,Wednesday,Thursday,Friday : 09:30 - 15:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:20 - 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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4 to 10

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

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 .

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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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