Laureate Academy Wrap Around Club

Laureate Academy Wrap Around Club

Unique reference number (URN): 2817953 Address: Laureate Community Academy, Exning Road, Newmarket, CB8 0AN Type: Childcare on non-domestic premises Registered with Ofsted: 17/12/2024 Registers: EYR, CCR, VCR Registered person: Prestige Sports Development 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 Expected standard

Leaders create a welcoming environment where children enjoy attending the club and feel safe and secure. Staff build warm, caring relationships with children and know them well, enabling them to provide individual support that helps children feel valued and included. For example, staff engage children in meaningful conversations about their day at school and join in their play, which promotes children's confidence and strengthens their sense of belonging.

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Behaviour, attitudes and establishing routines Expected standard

Staff provide a range of shared activities and games that encourage children to play cooperatively, develop friendships and learn to interact with others. During snack time, older children receive praise as they help younger children to peel their fruit. Children enjoy creative activities, such as painting and threading beads to make bracelets. They talk confidently about their creations, share their ideas with others and express their own thoughts and preferences as they play. Staff generally take account of children's ages, stages of development and individual circumstances when supporting their participation and behaviour. They make appropriate adaptations to meet the needs of all children, including those who may face barriers to learning, helping them to access activities alongside their peers.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and managers establish consistent routines and clear guidance for behaviour. Staff implement the host school's behaviour procedures, helping children understand how to behave and move confidently between the school day and the club. However, staff do not always apply these expectations consistently. Subsequently, children occasionally receive mixed messages about acceptable behaviour and the rules they need to follow.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work closely with the host school and parents to monitor and promote children's regular attendance at the club.

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Children's welfare and wellbeing Expected standard

Staff promote children's health, well-being and independence through well-established daily routines. Children independently put away their belongings and follow established hygiene routines, such as washing their hands before eating. During snack and mealtimes, children prepare their own wraps and serve themselves, helping to develop independence, confidence and an understanding of healthy food choices. Staff supervise children as they eat, engaging them in meaningful conversations while reminding them how to sit appropriately and safely.

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Children's welfare and wellbeing Expected standard

Staff provide a broad range of engaging activities that support children's physical development and wellbeing. Children enjoy creative experiences, construction play and energetic outdoor games. For example, they enthusiastically play 'the floor is lava', using outdoor equipment to build 'safe' areas. Ball games and climbing equipment help children to develop coordination, balance and physical confidence. Staff build warm, responsive relationships with children. They create an inclusive environment where children feel safe, valued and eager to join in. Staff know the children well and adapt their support to meet their individual needs. For example, they recognise when younger or less confident children need additional reassurance and sit alongside them during play. This encourages children's engagement, increases their participation and supports their communication and social skills.

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Inclusion Expected standard

Leaders and staff have high expectations for all children and create an inclusive environment where everyone is encouraged to participate. They plan a varied range of activities and adapt these in response to children's interests, ideas and individual needs. For example, when children need more time outdoors, staff adjust their plans and deployment to ensure that they can access these opportunities. Children confidently express their views, make choices about their play and remain fully engaged throughout the session.

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Inclusion Expected standard

Staff deploy themselves effectively to keep children safe while responding to different levels of support children need. They adapt activities so that every child, including those who are quieter or less confident, can participate successfully. Staff encourage children to explore their heritage through meaningful conversations linked to their interests and experiences, such as the football World Cup and visiting extended family during holidays. This helps children develop a sense of belonging, confidence and pride in their backgrounds.

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Inclusion Expected standard

Leaders and staff build positive relationships with children, parents and carers. They work closely with the host school to share information about children's well-being and ensure relevant updates are communicated with families. Staff gather some information about children's strengths, interests and individual needs to help tailor the support they provide. However, leaders recognise that information sharing is not yet fully embedded across all partnerships. They acknowledge this as an area for development to further strengthen the personalised support and care children receive.

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Leadership and governance Expected standard

Leaders provide effective oversight of the club and demonstrate a commitment to continuous improvement. They regularly reflect on practice, children's experiences as well as feedback from parents, staff and the host school. This helps them to identify priorities for improvement. Leaders and managers respond positively and have clear plans to strengthen the provision further.

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Leadership and governance Expected standard

Leaders and managers build strong partnerships with parents and the host school to promote continuity in children's care and development. They share relevant information promptly to ensure the needs of all children are met. Parents value the positive experiences their children receive. Children speak enthusiastically about their time at the club and often ask to stay for longer, reflecting how much they enjoy attending.

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Leadership and governance Expected standard

Leaders implement robust recruitment and induction procedures to ensure staff are suitable for their roles and understand expectations from the start. They provide regular supervision, tailored training and ongoing support to strengthen staff's knowledge and well-being. For example, staff receive training on how to effectively support children with allergies and use this knowledge when preparing and providing food. Staff feel valued and listened to, creating a positive culture that benefits all children.

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Leadership and governance Expected standard

Leaders maintain effective systems to support the smooth running of the club, including monitoring attendance and working closely with the host school to promote children's welfare. Their reflective approach helps ensure children continue to benefit from a safe, welcoming and inclusive environment.

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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 at the after-school club happy, confident and eager to explore the range of activities available. They are greeted by warm, friendly staff who know them well and show genuine interest in their day. Children feel listened to and valued, knowing that staff are available to support them, join in their play and celebrate their achievements.

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

Children experience a calm, welcoming and child-led club where they can make choices about how they spend their time. They confidently access activities that reflect their interests, from creative area such as painting, colouring and making bracelets, to problem solving activities including puzzles, board games and construction. Children develop concentration, perseverance and confidence as they follow their own ideas, complete challenges and take pride in what they create.

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

Leaders and staff provide an environment that enables children to relax, have fun and build friendships. Indoors, children enjoy card matching games where adults support them in using their phonics skills to read words. Outdoors, they benefit from a spacious area where they can be physically active, create their own games and explore woodland areas. They develop confidence and problem-solving skills as they use resources, such as crates and wooden planks, to design and build constructions to balance and walk across.

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

Children develop strong relationships with staff, who regularly join their activities and provide encouragement, praise and support. Children confidently talk to staff about their home experiences, sharing their knowledge of different languages and teaching others about their family traditions. They demonstrate a strong sense of belonging and leave the club having enjoyed meaningful experiences, positive interactions and time in a setting where they feel valued and cared for.

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Next steps

Leaders should ensure all staff understand and consistently implement the setting's behavioural expectations across the provision. Leaders should further strengthen partnerships with parents and the host school to ensure information sharing is fully embedded and consistently used to inform practice and enhance the personalised support and opportunities children receive.

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About this inspection

The inspector spoke with leaders, the setting lead, staff, school 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:

Laureate Community Academy Exning Road Newmarket CB8 0AN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Prestige Sports Development Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:50,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 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 11

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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