Premier Hobletts Wrap Around Care

Premier Hobletts Wrap Around Care

Unique reference number (URN): 2812783 Address: Hobletts Manor Infants School, Adeyfield Road, HEMEL HEMPSTEAD, HP2 5JS Type: Childcare on non-domestic premises Registered with Ofsted: 30/09/2024 Registers: EYR, CCR, VCR Registered person: Premier Agents 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

Staff and children build highly effective relationships. Staff are kind and thoughtful and take time to speak with all children who attend. Snack times are sociable times. Staff chat to children about their day and facilitate interactions between children, building their social skills. The club's key-person system works efficiently, with a designated staff member focused on younger children's welfare. Staff know children well and are attentive to their needs. They pick up on changes, helping children deal with frustrations and manage their emotions. All this fosters children's confidence very effectively and supports their emotional wellbeing.

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Behaviour, attitudes and establishing routines Strong standard

Children behave very well. They cooperate with peers, volunteer to help others and enjoy being assigned jobs at the beginning of the session. Staff promote an inclusive environment, where all children feel secure and valued. Staff model expectations consistently, giving clear instructions, checking understanding, using demonstrations and providing meaningful praise. Their enthusiasm, fairness and sensitive interactions ensure children remain motivated and included.

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Behaviour, attitudes and establishing routines Strong standard

Calm spaces with sensory resources provide the opportunity for children to have a rest. For example, children enjoy laying on a cushion to relax and read a book quietly. Leaders ensure children attend regularly. They provide support, when necessary, to promote children's attendance.

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Children's welfare and wellbeing Strong standard

Staff support children's welfare and wellbeing to a very high standard. They know children extremely well and sensitively adapt their provision to meet the varying needs of the children in their care. This helps children with special educational needs and/or disabilities and those who may face barriers to their engagement settle well and be included. Staff create calm spaces for children, who need time to regulate their emotions and children actively use this space well. This strategy supports children's positive behaviour across the setting.

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Children's welfare and wellbeing Strong standard

Children follow routines that are securely embedded in practice. For example, on arrival, they independently hang their coats and store their bags before settling at an activity. Children enjoy their new-found independence, cutting their own fruit and vegetables and preparing their own snacks. At the end of snack time, children wash their own dishes and tidy up, taking responsibility for their own equipment. This teaches children life skills.

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Children's welfare and wellbeing Strong standard

Mealtimes provide valuable opportunities for learning and social interaction. Coaches encourage discussions about food, health and wellbeing while promoting positive eating habits. Through engaging games and conversations, they extend children's understanding of nutrition, hydration and healthy bodies. As a result, children develop age-appropriate knowledge of how food and drink support their health and overall wellbeing.

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Inclusion Strong standard

Inclusion is at the heart of practice. Staff adapt interactions, resources and experiences to ensure all children can participate and feel valued. Leaders and staff are proactive in working with the school to share information and provide consistent strategies for all children. This is completed daily to ensure information is current and relevant to the children attending the club. Leaders ensure that during the registration process they work closely with parents to gain robust information about their child's unique needs, culture, background and abilities.

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Inclusion Strong standard

Each child with barriers to their learning has an individual care and learning plan, which staff know well and use effectively to meet their specific needs. Staff demonstrate a secure understanding of children's communication and learning styles. All children are well settled in the club and have secure relationships with the staff team. Staff make thoughtful adjustments, such as offering 'zen zone' spaces, extra time to complete tasks or increased adult support. Close supervision and support is put in place for children with higher needs, which enables them to attend and take part fully. Any additional funding children may receive is used appropriately to ensure a positive impact on outcomes, for example the provision of additional resources.

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Leadership and governance Strong standard

Leadership is highly effective. Leaders have established a child-centred culture, where children's wellbeing and the needs of families underpin decision-making. They respond proactively to changing circumstances and work closely with schools and the wider community to ensure children continue to benefit from high-quality wraparound care. Leaders ensure the setting is accessible to all children.

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Leadership and governance Strong standard

Leaders demonstrate a deep commitment to ensuring children are happy and safe. They implement a rigorous recruitment process that ensures staff possess the skills, experience and values needed to support children effectively. Leaders value the extensive experience of their coaches and actively promote professional development. Staff feel well supported by leaders and they thoroughly enjoy working at the setting. Leaders are highly visible, approachable and available at all times. They prioritise staff wellbeing and manage workload thoughtfully, ensuring expectations are manageable and that every team member contributes meaningfully regardless of their role.

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Leadership and governance Strong standard

Leaders work closely with parents and respond flexibly to the needs of children and their families. Parents describe the club as welcoming, flexible and responsive. They value the relationships staff build with their children and appreciate the way leaders adapt the provision to meet their childcare needs while maintaining children's safety, wellbeing and enjoyment.

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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 in a calm and nurturing environment, where they receive care from experienced staff. They can unwind after their school day in the cosy 'ZEN' corner, equipped with beanbags, a tent and a range of books that support their understanding of emotions. Children who experience difficulties during the day receive sensitive support from staff, who listen to them, reassure them. Staff work incredibly closely with school staff to share information, particularly for those children who have had a challenging day, prior to them

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About this setting

coming to the club. This means staff can adapt the sessions to support their needs. This helps children feel safe, valued and heard.

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About this setting

Children benefit from a wide range of thoughtfully planned activities, indoors and outdoors, that support their physical development, creativity and curiosity. Children build positive relationships with their peers and staff and interact respectfully across different age groups. They cooperate during play, share resources and enjoy spending time together. For example, children make potions patiently taking turns and celebrate each other's success.

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About this setting

Children's voices are valued by staff and they readily share their ideas and interests. Children contribute meaningfully to the types of activities they access. Children listen carefully and respond proactively. They see their preferences reflected in the resources and experiences staff provide.

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About this setting

Children form secure and positive relationships with both their peers and staff. They demonstrate kindness, respect and care for one another. Older children support and include their younger peers in play. When completing physical games, such as circuits, children help each other to remember the way in which to complete each station. Children praise each other as they manage to complete tasks, such as long jumping between cones. These warm and respectful engagements build a sense of belonging across the setting and build their self-esteem.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, staff and observed children 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. Unique reference number (URN): 2812783

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Address:

Hobletts Manor Infants School Adeyfield Road HEMEL HEMPSTEAD HP2 5JS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Premier Agents Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:10 - 17:30

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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

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 .

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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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