Premier - Wickford Hub

Premier - Wickford Hub

Unique reference number (URN): 2831510 Address: Oakfield Primary School, 76 Scott Drive, Wickford, Essex, SS12 9PW Type: Childcare on non-domestic premises Registered with Ofsted: 17/03/2025 Registers: EYR, CCR, VCR Registered person: JM & MB COACHING 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.1

How we evaluate safeguarding

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

p.1

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.1

Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have high expectations for children's behaviour, which are well understood and generally followed by all children. Children understand what is expected of them and confidently follow daily routines, demonstrating increasing independence. Staff provide clear guidance, gentle reminders and regular praise to reinforce positive behaviour and encourage children to make appropriate choices. Positive relationships between staff and children help create a calm, respectful and nurturing environment, where children feel safe and secure. As a result, children show kindness towards one another, cooperate during activities and develop the social skills needed to build positive relationships.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children have a clear understanding of routines and behaviour expectations. They independently put their belongings away, line up calmly ready to go outside and move sensibly throughout the building. Staff reinforce expectations and remind children about safe behaviour. For example, staff clearly demonstrate and explain the different activities before allowing children to try for themselves. Relationships between staff and children are warm and respectful. Staff generally know the children well and adapt their approach to meet children's needs. Leaders reflect on practice and adapt routines to meet children's changing needs. For example, they ensure children are happy when put into small groups so they feel settled and comfortable. Children attend regularly during the setting's wraparound care.

p.2

Children's welfare and wellbeing Expected standard

Children are happy and settled in this welcoming environment. They enjoy a range of activities, including outdoor team games, athletics, painting, craft activities and themed days, such as a teddy bears' picnic. They enthusiastically participate in the regular talent show, which is a firm favourite with many children. Staff build warm relationships with children and support them in a calm and nurturing way. They support children's emotional wellbeing effectively. Staff take time to find out about children's favourite activities and use this information to help plan experiences that reflect their interests. Parents say that children enjoy attending and often talk positively about their experiences at home.

p.2

Children's welfare and wellbeing Expected standard

Hygiene routines are managed effectively, helping to promote children's health and wellbeing. Children are encouraged to wash their hands at appropriate times, such as before eating and after using the toilet. They enjoy sociable mealtimes together, where they are encouraged to develop independence and practise good table manners. Staff use these occasions to engage children in meaningful conversations, supporting their language and social development. Mealtimes are calm, welcoming and well organised, creating a positive experience that encourages children to feel relaxed, included and confident. Children's knowledge of making healthy food choices were not discussed, as a result, some children made less healthy choices and did not develop a secure understanding of the importance of a balanced diet.

p.2

Inclusion Expected standard

Staff create an inclusive environment, where children's individual needs are understood and supported effectively. Children with emerging or identified special educational needs and/or disabilities access the provision well and are fully included in daily routines and learning experiences. Children's individual needs are identified promptly, enabling appropriate support and interventions to be implemented at an early stage. Staff adapt activities, resources and teaching approaches to ensure all children can participate fully. For example, a variety of equipment is provided to accommodate different abilities, allowing every child to engage successfully.

p.3

Inclusion Expected standard

Generally, staff work closely with parents and other professionals to ensure children receive consistent, tailored support that meets their developmental needs. The environment promotes equality, celebrates diversity and encourages children to respect and value one another's differences. This inclusive approach helps children feel valued, builds confidence and independence and ensures every child has the opportunity to learn, develop and achieve their full potential. Staff take time to learn about children's individual interests and closely supervise younger children throughout the session.

p.3

Leadership and governance Expected standard

Leaders have a clear understanding of the setting's strengths and areas for development and demonstrate a reflective approach to continuous improvement. They regularly review practice, policies and risk assessments to ensure high standards are maintained. Leaders use shared observations and professional discussions with staff to identify what is working well and where improvements may be needed. These reflective discussions take place through face-to-face meetings and weekly online staff meetings, ensuring all team members have opportunities to contribute their views and share good practice. This collaborative approach supports ongoing professional development and helps maintain a consistent, high- quality provision for children.

p.3

Leadership and governance Expected standard

Leaders do not strengthen their partnerships with parents by ensuring that their expectations and guidance regarding healthy food choices are communicated clearly and consistently. Sharing information about nutritious meals and snacks would help parents understand the setting's approach and encourage healthy eating habits at home. Regular communication through newsletters, displays, workshops or informal discussions could reinforce key messages and provide practical ideas for families. By working collaboratively with parents, leaders can promote a consistent approach to healthy lifestyles, supporting children's overall health, wellbeing, and development, both within the setting and at home.

p.3

Leadership and governance Expected standard

This club is part of a wider group of wraparound care and holiday clubs across the area. The group shares expertise and resources throughout its governance structure. Through this structure, leaders use effective processes, such as supervision and professional training, to make staff feel supported and valued. Staff comment positively on this approach in developing skills and supporting their wellbeing.

p.3

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.4

Register

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

p.4

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

Children are happy, content and enjoy their time at the club. They are greeted warmly and have good relationships with each other and with familiar staff members. Children spend their time with their peers engaged in play, craft activities, structured physical activities and free choice play. Children are informed about the activities that are on offer throughout the day but also have the opportunity to have their voices listened to when asked to express their interests. Children are encouraged to share their favourite activities during a circle time icebreaker activity.

p.4

About this setting

During sessions, children engage well with planned activities, such as outdoor team games, painting, archery and long jump. Staff offer appropriate levels of support and adjustments to activities to ensure that all children can access the provision. Children with special educational needs and/or disabilities are included alongside their peers. Transitions between activities are calm and safe. For instance, children line up and move sensibly through the building to the outside areas. They know the routines and follow them well. Children demonstrate this by independently tidying away resources and knowing where to store their water bottles and lunch boxes.

p.5

About this setting

Children play cooperatively, share resources and are encouraged to be kind, respectful and considerate of one another. For example, children took turns during outdoor games, with older children supporting younger ones to use a variety of play equipment. This ensured that all children felt included and were able to fulfil their potential. Children demonstrated confidence in working together, showing patience and encouragement as they played. These positive interactions helped to create a welcoming and inclusive environment, where children felt safe, valued and supported. Typically, staff build warm, nurturing relationships with children and provide sensitive support throughout the session, promoting their confidence, wellbeing and enjoyment.

p.5

Next steps

Leaders should enhance the communication systems with parents to ensure better knowledge of every child and their individual wants and needs. Leaders should strengthen the support and guidance provided to families so that they can make informed decisions about healthy food choices and sun safety practices.

p.5

About this inspection

The inspector spoke with leaders, staff, parents and children during the inspection.

p.5

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): 2831510

p.5

Address:

Oakfield Primary School 76 Scott Drive Wickford Essex SS12 9PW

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: JM & MB COACHING LIMITED

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

p.6

Facts and figures used on inspection

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

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.6

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.

p.7

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.

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.7

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.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7