Premier Wraparound Care at Marleigh Primary Academy

Academy

Unique reference number (URN): 2795479 Address: Marleigh Primary School, Marleigh Avenue, Cambridge, CB5 8BG Type: Childcare on non-domestic premises Registered with Ofsted: 07/06/2024 Registers: EYR, CCR, VCR Registered person: Premier School 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.2

How we evaluate safeguarding

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

p.2

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.2

Behaviour, attitudes and establishing routines Strong standard

Leaders have established a positive environment with clear and commonly understood expectations for behaviour. Children are familiar with these expectations and respond positively to the routines and boundaries in place. Behaviour management approaches are aligned with those used in the host school, providing consistency for children across the school day.

p.2

Behaviour, attitudes and establishing routines Strong standard

Relationships between staff and children are warm, welcoming and respectful. Staff engage children in meaningful conversations, playful interactions and humour, helping children to feel secure, valued and confident. Children behave exceptionally well and demonstrate positive attitudes towards the activities on offer. They remain engaged for sustained periods and participate enthusiastically in both adult-led and child-initiated experiences.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children are supported effectively to collaborate, take turns and build positive relationships with their peers. Staff know the children well and use this knowledge to anticipate needs, support emotional wellbeing and prevent minor issues from escalating. Activities are carefully matched to the needs and interests of the children attending, helping all children participate successfully.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children respond very well to established routines and clear instructions. For example, they respond promptly to staff's signals used to gain their attention and work together effectively when tidying away resources. Visual timers and advance reminders help children prepare for transitions, promoting independence and cooperation. Leaders also promote the importance of regular attendance and punctuality, helping children benefit from consistency, routine and positive experiences within the setting.

p.2

Children's welfare and wellbeing Strong standard

Children's individual needs are understood well and supported effectively. Children with special educational needs and/or disabilities, and those who face barriers to learning, benefit from thoughtful adaptations that help them access activities, participate fully and enjoy positive experiences alongside their peers. Dietary requirements are managed particularly well through robust procedures during mealtimes, helping to ensure children's safety. Warm, secure and responsive relationships are a notable strength of the provision. Children are welcomed warmly and benefit from effective handovers between school staff and the club team, supporting continuity and emotional wellbeing. Children confidently seek support, reassurance and conversation from familiar adults, demonstrating that they feel safe, secure and valued.

p.3

Children's welfare and wellbeing Strong standard

Children are supported to develop healthy lifestyles and physical wellbeing through a wide range of active experiences, including football, climbing, exploration and team games. Staff promote children's growing independence successfully. Children confidently manage daily routines, such as hanging up their belongings, washing their hands and preparing snacks. Younger children are supported sensitively to develop these skills for themselves.

p.3

Children's welfare and wellbeing Strong standard

Mealtimes are calm and social occasions. Staff sit alongside children, engage them in meaningful conversations and position themselves carefully to supervise children while they eat. Children's achievements are celebrated regularly, and positive behaviour is recognised through praise and encouragement. Staff maintain a strong focus on children's welfare and safety throughout the session.

p.3

Inclusion Strong standard

Children's individual needs are identified effectively, and staff adapt activities thoughtfully to help all children participate successfully. Staff monitor children's emotional wellbeing closely and respond promptly when additional support is needed, helping children feel secure, valued and included within the setting.

p.3

Inclusion Strong standard

An inclusive culture is evident throughout the provision. Leaders and staff take practical steps to reduce barriers to participation through flexible routines and activities that reflect the interests and needs of the children attending. A dedicated quiet space is available for younger children, helping to ensure that children of different ages can access experiences suited to their stage of development. Children arrive happily, settle quickly into activities and demonstrate a strong sense of belonging.

p.3

Inclusion Strong standard

Children benefit from a wide range of opportunities to develop their communication, social and physical skills alongside their peers. Staff actively engage in children's play, including building with construction toys, participating in yoga sessions and supporting imaginative activities. Activities are carefully matched to children's interests and abilities, helping children remain engaged, develop confidence and experience success.

p.3

Inclusion Strong standard

Children form warm, trusting relationships with staff and confidently approach them for support, conversation and reassurance. Staff know the children well and create a welcoming environment where all children are encouraged to participate. At the end of each session, children come together for a group game that encourages listening, attention and following instructions. This helps to promote inclusion, cooperation and a positive end to the session, while ensuring children leave feeling successful and connected to the group.

p.3

Leadership and governance Strong standard

This is a well-organised setting where leaders have a clear understanding of the setting's strengths and use this knowledge effectively to drive ongoing improvement. They regularly evaluate practice, identify areas for development and take appropriate action to strengthen provision. Leaders are committed to further developing staff's knowledge, particularly in supporting children who may experience emotional distress or require additional support with regulation, helping to ensure all children receive the high-quality care they need.

p.4

Leadership and governance Strong standard

Children's best interests are at the heart of leaders' decision-making. Leaders work closely with families, schools and external professionals to help ensure children receive timely and appropriate support. Funding is used thoughtfully to provide targeted interventions, additional support and resources that promote inclusion and emotional wellbeing. Leaders adapt routines, activities and the environment to help all children participate fully and feel valued.

p.4

Leadership and governance Strong standard

Leaders consider staff wellbeing carefully. Clear roles and responsibilities and effective communications help staff feel supported and well informed. This contributes to a positive team culture and helps ensure consistency for children. Professional development is prioritised and has a positive impact on practice. Staff access ongoing training in areas such as safeguarding, support for children with special educational needs and/or disabilities and enabling positive behaviour. Leaders reinforce learning through regular discussions, mentoring and practical strategies, helping staff develop confidence and apply new knowledge effectively. As a result, children benefit from a well-supported team that is committed to continual improvement.

p.4

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.5

Register

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

p.5

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

Children arrive to a warm, welcoming environment where they are greeted by familiar staff and quickly settle into activities of their choosing. They are confident, happy and eager to participate, demonstrating that they feel safe, valued and secure. Children build strong relationships with staff, who know them well and take the time to engage them in meaningful conversations and shared experiences.

p.5

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

Children enjoy a broad range of activities that reflect their interests and encourage them to think and explore. They confidently ask for resources and develop their own ideas through play. Younger children enjoy construction activities, such as building with LEGO, while older children take part in discussions and quizzes with staff about animals, insects and the natural world. These conversations encourage children to share their knowledge, ask questions and extend their understanding. Children are active and engaged throughout the session. They take part in games that challenge them to solve problems, move in different ways and follow instructions. For example, children search for matching pictures around the hall and are encouraged to hop, skip and balance as they move between clues. Children also benefit from opportunities to relax and unwind. They enjoy spending time on beanbags, reading books while wrapped in blankets, and taking part in yoga sessions. These quieter

p.5

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

experiences help children to develop emotional wellbeing and provide opportunities for reflection and relaxation.

p.5

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

Children behave very well, cooperate with one another and show kindness and respect. They are confident to express their views, make choices and take ownership of their play. As a result, children thrive in an environment that successfully balances fun, physical activity and emotional wellbeing, helping them to develop confidence, independence and positive attitudes.

p.5

Address:

Marleigh Primary School Marleigh Avenue Cambridge CB5 8BG

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Premier School Limited

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00

p.6

Next steps

The provider should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

p.6

About this inspection

The inspector spoke with leaders and children during the inspection.

p.6

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.

p.6

Facts and figures used on inspection

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

p.7

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