Premier Education - Clements Academy site

Premier Education - Clements Academy site

Unique reference number (URN): 2808838 Address: Clements Primary Academy, Greenfields Way, Haverhill, CB9 8NJ Type: Childcare on non-domestic premises Registered with Ofsted: 21/10/2024 Registers: EYR, CCR, VCR Registered person: Paynter, Owen

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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 and staff model polite and respectful behaviour to children. They use their interactions with children to model how to play cooperatively, such as playing warm-up games. Children are kind and respectful of each other, following the rules and expectations for their behaviour. However, these approaches are not yet consistently embedded across all play experiences. At times, staff do not consistently reinforce expectations that help children to understand how more energetic play can affect others. As a result, children do not receive consistent support to develop a deeper understanding of respectful behaviour and consideration for others during some aspects of their play.

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Behaviour, attitudes and establishing routines Expected standard

Staff encourage children to make their own choices in play, promoting their decision-making skills and confidence. For example, children choose from resources as they make emotion masks or play new activities, such as table tennis. Children with special educational needs and/or disabilities and other children who face barriers to their learning or wellbeing benefit from consistent routines that support their wellbeing and sense of security.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work closely with parents and carers and the school to promote positive attendance. This ensures any changes to collection arrangements are followed up promptly.

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Children's welfare and wellbeing Expected standard

Leaders and staff support children's welfare and wellbeing through positive relationships and consistent routines. They typically respond effectively to changing circumstances to promote children's welfare, such as during periods of excessive heat. For instance, staff adapt routines by encouraging children to drink regularly and providing planned stops in shaded areas.

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Children's welfare and wellbeing Expected standard

Staff generally support children's emotional wellbeing effectively. For example, an emotion mask activity enables children and staff to talk about emotions and how to deal with these. Children demonstrate they feel secure as they confidently explore the environment. Children who may face barriers to their learning and those with special educational needs and/or disabilities typically develop their confidence as they are encouraged to try new learning. Staff provide individual encouragement to support each child. Children build secure relationships with their key person. Staff recognise when children require support to keep trying as they learn about long jump. They offer reassurance and support, helping children to feel safe and emotionally secure.

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Children's welfare and wellbeing Expected standard

Mealtimes are sociable, calm and offer opportunities for children to develop their social skills and independence. For example, older children engage in pleasant conversations with younger children and children independently make their own wraps. This supports calm, respectful and positive social interactions during mealtimes.

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Inclusion Needs attention

While some staff know their key children there are some weaknesses in practice, where some staff do not know about or understand how to support children's needs. As a result, the needs of all children are not met effectively. Furthermore, leaders have not fully identified this and assume that all staff support children to make the progress they need, to be ready for their next stage of development.

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Inclusion Needs attention

Leaders and staff welcome all children to attend, including those with special educational needs and/or disabilities and other children who face barriers to their learning or wellbeing. Staff generally have high expectations for all children. Children typically enjoy taking part in activities that are generally inclusive and relationships between staff and children are positive.

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Inclusion Needs attention

Staff adapt their planning, if required, to reflect children's likes and dislikes and take account of their views, helping to ensure that activities are relevant and engaging. Leaders use additional funding appropriately, such as tailoring resources based on children's interests.

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Leadership and governance Needs attention

Leaders must record all relevant information about a child and ensure this is used effectively so that staff know, understand and are able to meet the needs of all children, including those with medical or special educational needs and/or disabilities. Leaders are reflective on the provision they provide and plan to develop ongoing staff training, further. They monitor the effectiveness of their partnership working with parents and carers well. This helps them identify where improvements can be made to achieve better outcomes for children, who have barriers to their learning.

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Leadership and governance Needs attention

Leaders promote children's healthy lifestyles and typically target additional funding in the best interests of children, such as food and additional resources. Staff comment positively about the support they receive from leaders that helps develop professional learning, such as a new activity or sport subject knowledge. As a result, this generally has a positive impact on the outcomes for children. Staff comment positively about leaders' consideration and support for managing their workload. Staff are also confident to seek training if they feel it is required and comment that the setting is a positive place to work.

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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 settle quickly and show through their body language and behaviour that they have positive relationships with staff. Typically, information is shared between parents and the provider about children's care needs and how their day has been. Typically, children receive a warm welcome from staff and enjoy talking to their friends or siblings.

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

Children are encouraged to stay hydrated and are able to choose what they would like to eat for their snack, such as a range of fruit or vegetables. This ensures children are hydrated and have appropriate food to sustain them during their time at the setting. They confidently

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Inspector:

John Stafford move between indoors and the outdoor area, where they participate in athletic activities and learn the effect of their arms and legs on their jumping distance. They develop their balance and strength as they participate in a fun spider man warm-up game. All children, including those with special educational needs and/or disabilities and those who face other barriers to their learning or wellbeing, generally learn self-help skills. For example, they wash their own hands before eating and fill their own water bottles. This prepares children for their future learning.

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Inspector:

Generally, children are polite and demonstrate pleasant manners as they interact and play collaboratively with each other. They see staff as suitable role models and develop new relationships as they play with others who are in a different class or age group. Children are engaged for suitable periods and show resilience when they encounter difficulties, with encouragement from staff. Staff promote regular attendance as they offer children the opportunity to continue their craft activities next time they attend.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

record all relevant information for each child 11/08/2026

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Action Completion Date

maintain records, obtain and share relevant information with other professionals working with the child, to ensure the setting is safe and efficiently managed, and the needs of all children are met 11/08/2026

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About this inspection

The inspector spoke with leaders, staff 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 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:

Clements Primary Academy Greenfields Way Haverhill CB9 8NJ

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Address:

Type: Childcare on non-domestic premises

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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