Premier @ Croughton

Premier @ Croughton

Unique reference number (URN): 2864220 Address: Croughton C Of E School, High Street, Croughton, Brackley, NN13 5LT Type: Childcare on non-domestic premises Registered with Ofsted: 02/10/2025 Registers: EYR, CCR, VCR Registered person: EA Coaching 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

Children behave well, engage readily in activities and demonstrate an understanding of routines. For example, they know to hang their belongings on arrival and prepare their own snacks. Children are happy and relaxed during the session and confidently talk to staff and their friends. Staff engage in meaningful conversations with children, listening to them and allowing them to share their views. This helps children feel valued.

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Behaviour, attitudes and establishing routines Expected standard

Staff generally consider children's ages, stages of development and individual circumstances, when supporting behaviour and participation. Adjustments are made, where needed, to support children with additional needs. Overall, staff manage children's behaviour well. For example, staff have conversations with older children, helping them to reflect on their actions. Staff recognise when intervention is required and use positive strategies, such as praising good behaviour and redirecting children from negative behaviours. For example, staff introduce a board game to support children's understanding of rules and turn-taking. Children develop warm and trusting relationships with staff, who are attentive and respond sensitively to their individual needs. These positive interactions help children to feel safe, secure and emotionally supported, enabling them to engage confidently in their learning and play. Leaders have a flexible booking system to support the varying

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Behaviour, attitudes and establishing routines Expected standard

needs of families, helping children to attend regularly and benefit from the care and development opportunities provided.

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Inclusion Expected standard

The club promotes an inclusive environment, where all children are supported to participate fully and confidently, including those with special educational needs and/or disabilities (SEND). Children's individual needs are identified and understood well. Effective partnerships between staff, parents and the host school, ensure that adaptations are made and targeted support is implemented to ensure continuity in children's care and development. Typically, children with SEND receive time and support to make choices in activities and how they spend their time at the club. For example, those who prefer to spend their time outside are able to make this choice from the start and enjoy exploring the outside environment.

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Inclusion Expected standard

Leaders have reviewed the environment and made positive adaptations that ensure all children feel welcome and at ease. For example, they have created a quiet den that children can access when they need time to relax and regulate their emotions. Staff support children effectively to understand and respect the rules of the quiet area, promoting a calm and inclusive atmosphere. Staff know the children well. They use this knowledge to adapt activities, routines and interactions so that children can take part alongside their peers. As a result, children develop positive relationships and engage confidently in the experiences available.

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Children's welfare and wellbeing Urgent improvement

Leaders have not fully risk assessed how children move between areas of the setting to ensure staff maintain accurate oversight of their whereabouts at all times. For example, when children move from the indoor room to the outdoor area, staff are unclear about which children are in their care at any one time. As a result, leaders do not ensure children are supervised effectively and consistently, at all times. In addition, staff do not consistently strengthen children's understanding of healthy practises through everyday routines. For instance, they do not routinely remind children to wash their hands before preparing and eating food or after taking part in craft activities. This does not support their ongoing understanding of how to remain healthy.

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Children's welfare and wellbeing Urgent improvement

Leaders have taken effective action to improve the safety of the environment and minimise risks to children. Staff discuss allergies with parents and have procedures and plans in place to ensure children are served the correct healthy snacks. Allergies are displayed on the fridge to ensure staff check before serving. Staff create a welcoming environment, where children enjoy playing and socialising with their friends. Children develop secure relationships with staff and demonstrate they feel safe at the club. For example, children seek out their key person to play games with them and they engage in back-and-forth conversations. Staff support children to express their emotions and staff are happy to provide comfort, when children feel sad.

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Leadership and governance Urgent improvement

Systems for staff supervision are not fully effective in identifying and addressing practice that requires improvement. For example, staff do not consistently promote good hygiene practices or maintain an accurate awareness of the number of children in their care at all times. Although leaders have worked hard to address the actions raised at the previous inspection, there are still breaches to the statutory requirements, such as the supervision of children and risk assessment.

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Leadership and governance Urgent improvement

Leaders have provided professional development opportunities focused on improving staff knowledge and understanding, particularly in supporting children with special educational needs and/or disabilities and managing behaviour effectively. Staff report that the training they receive helps them to continually improve their practice on how to support children, who may have barriers to learning, and adapt routines to meet their needs. Regular meetings give staff opportunities to be included in decisions, and staff report that they feel supported. Staff explain they enjoy working at the club and have recently seen improvements in the support they receive.

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Leadership and governance Urgent improvement

Recruitment procedures ensure that appropriate checks are undertaken on new staff to ensure they are suitable to work with children. Parents receive information, for example, through daily chats and online communication to help them understand the daily care and experiences their children have.

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Compulsory Childcare Register requirements

This setting has not 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 not 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

Arrangements for staff supervision are not fully effective in identifying and addressing weaknesses in practice. As a result, weaknesses remain in the arrangements for the supervision of children. Staff do not consistently maintain accurate oversight of children's whereabouts. For example, when children separate into smaller groups, staff are unclear about which children are in each group, and the number of children they are responsible for supervising. As a result, leaders have not ensured that children are supervised effectively at all times. Children demonstrate good levels of independence. In addition, children are not supported to practise good hygiene routines, such as handwashing before eating. This does not support their ongoing understanding of healthy practises.

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

Leaders have made notable improvements since the previous inspection, particularly in the support provided for children with special educational needs and/or disabilities. They have taken appropriate action to ensure that the premises are safe and suitable for children. Children enjoy a range of experiences, both indoors and outdoors. Outside, they are encouraged to be active, creative and sociable. They join in team games, such as football or dodgeball. They freely explore the mud kitchen, where they use tools to dig, mix and create imaginative mud pies. Indoors, children access a variety of activities, including LEGO, crafts and board games. They learn to listen and take turns as they play alongside staff, who provide warm and supportive interactions. Children develop trusting relationships with staff and confidently communicate their needs and share their ideas, promoting a sense of belonging. Children say that staff are friendly, kind and listen to them.

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

Children benefit from a flexible routine that allows them to transition from the school day at their own pace, which supports their emotional wellbeing and sense of security. Behaviour is positive throughout the session, with children following simple routines and showing consideration and respect for one another. Overall, children appear happy, settled and enjoy their time at the club.

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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

ensure staff supervise children appropriately and know how many children they are caring for at all times 28/07/2026

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Action Completion Date

implement effective methods of staff supervision to improve their practice 28/07/2026

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Action Completion Date

support staff to promote positive health and hygiene routines with children to support their overall health and independence, and to minimise risks 28/07/2026

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About this inspection

The inspector spoke with leaders, staff 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

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Address:

Croughton C Of E School High Street, Croughton Brackley NN13 5LT

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:40,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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4 to 10

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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