Premier Education Holiday Camp at West Byfleet Infant School

Infant School

Unique reference number (URN): 2822446 Address: West Byfleet County Infant School, Camphill Road, West Byfleet, KT14 6EF Type: Childcare on non-domestic premises Registered with Ofsted: 20/12/2024 Registers: EYR, CCR, VCR Registered person: Physical 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 Strong standard

Leaders have established clear, positive expectations for behaviour that children understand and follow. Staff consistently use positive behaviour management strategies and specific praise to acknowledge children's efforts and achievements. Children learn to be kind, respectful and considerate to one another and behaviour is consistently strong.

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Behaviour, attitudes and establishing routines Strong standard

Established routines provide children with security and help them move confidently between activities and spaces. Staff model kindness, respect and cooperation, which children mirror in their interactions. Children respond positively to staff's clear and consistent approach as they know what is expected of them. They collaborate well during games and show pride in their achievements, such as when developing new physical skills outdoors. These consistent expectations help children feel secure and confident in the club's routines.

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Behaviour, attitudes and establishing routines Strong standard

Effective key-person arrangements ensure that staff understand all children's individual preferences and needs. This helps staff to support children to manage their emotions and behaviour. They use consistent structures, such as welcome meetings, rule reminders, warnings and calm transitions between activities. Children respond well to these routines and demonstrate independence, such as organising themselves for snack.

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Behaviour, attitudes and establishing routines Strong standard

Leaders understand the importance and benefits of punctuality and regular attendance. They monitor patterns and trends and act quickly if concerns arise.

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Children's welfare and wellbeing Strong standard

Staff build friendly and trusting relationships with children, who readily seek them out for conversation, reassurance or shared play. Staff know children's interests well and use these to create enjoyable, meaningful experiences. All children are settled and sustain high levels of engagement. Children talk confidently about what they enjoy doing and show pride in

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Expected standard

their achievements. Staff interactions with children are consistently warm, positive and uplifting, with children's welfare and wellbeing at the centre of practice.

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Expected standard

Children learn how to keep themselves healthy and safe. They independently collect their water bottles before going outside and follow reminders about sun safety. Children wash hands before eating and manage snack routines confidently. Snack time is relaxed and sociable, children discuss healthy food options as they chat with staff. Staff use these moments to reinforce safe routines, such as sitting while eating and staying hydrated in hot weather. Staff supervise snack times carefully and ensure children with dietary or medical needs are supported through agreed arrangements. Children understand and explain how to keep themselves safe. For example, they explain why it is important not to share food.

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Leadership and governance Strong standard

The holiday club is very well organised. Staff conduct themselves professionally and communicate clearly, which contributes to the smooth running of the provision. Staff report high levels of job satisfaction and feel well supported in their roles. They speak positively about the guidance they receive, and the appreciation shown by leaders. As a result, staff understand their responsibilities and work confidently as a cohesive team.

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Leadership and governance Strong standard

Leaders have a clear and accurate understanding of the club's strengths and priorities. They have established robust systems for safer recruitment, induction and ongoing staff support, ensuring that policies are well understood and consistently implemented. Leaders monitor practice closely through regular one to ones, huddle meetings and quality assurance visits. Leaders' oversight ensures that routines, expectations and procedures are well embedded in daily practice.

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Leadership and governance Strong standard

Leaders and staff work in close partnership with parents and carers, sharing information to ensure that children are well supported. Parents speak highly about the information they receive and the flexibility of the club's opening times. Leaders have also established effective communication with schools and value the information they receive. This helps promote continuity for children and enables staff to respond appropriately to their individual needs. Leaders establish effective links with the wider community, including working with the host school's parent teacher association and the local authority.

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Inclusion Expected standard

Leaders and staff get to know the children at the earliest opportunity. Prior to children joining the club, leaders seek information from parents to help them understand how to support children's individual needs. They communicate regularly with parents about their children's needs. This close collaboration supports children to continue to make progress and helps them feel safe and secure at the club.

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Inclusion Expected standard

Leaders share information and work effectively with schools to support children with special educational needs and/or disabilities. For example, they have established a quiet space within the provision, allowing children who may feel overwhelmed by the busy environment to relax, build confidence and regulate their emotions. Staff complete regular training to build on their knowledge and skills, which strengthens their confidence in making everyday adaptations that help children feel secure and included. Recent training has focused on developing interactions, however, this is not yet fully embedded. Leaders understand how to access additional funding to strengthen resources and target support.

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Inclusion Expected standard

There is an effective key-person system in place and staff take time to build strong relationships with their key children. This helps them to understand each child's individual circumstances, interests and developmental needs.

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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 happy and eager to attend this welcoming holiday club. They are greeted warmly by staff, who know them well and take time to listen to their ideas, interests and stories. They settle quickly into activities and demonstrate that they feel safe, valued and included. Positive relationships with staff help children develop a strong sense of belonging and confidence. Staff know the children well and create an environment, where children feel comfortable sharing their ideas, interests and experiences. Children enjoy a broad range of engaging activities that reflect their interests and encourage them to socialise with their friends. They experience a wide range of opportunities, both indoors and outdoors. Children benefit from physical exercise by playing tennis and football. They also enjoy creative experiences, construction activities and games, where they practise turn-taking, communication and working together. Children enthusiastically participate in group games,

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

such as 'Spiderweb' and 'Duck, Duck, Goose', listening carefully, following instructions and encouraging one another. They talk confidently about what they enjoy at the club and the new skills they have learned.

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

Children demonstrate excellent attitudes towards others. They are kind and respectful, readily helping their friends, sharing resources and celebrating each other's achievements. They take responsibility for their own wellbeing, follow routines independently and transition calmly throughout the day. Children persevere with challenges, such as learning axe throwing skills. This is because staff encourage them sensitively and celebrate their efforts.

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

Children benefit from close partnership working between parents and the holiday club. Changes to attendance are followed up promptly so children arrive safely.

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Next steps

Leaders should continue to prioritise the development of staff interactions with children to ensure that all children, including those with special educational needs and/or barriers to learning, are effectively supported.

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About this inspection

The inspector spoke with staff, leaders, parents and 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.

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Address:

West Byfleet County Infant School Camphill Road West Byfleet KT14 6EF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Physical Development Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 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

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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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