Premier Education - Barnham Primary School

Premier Education - Barnham Primary School

Unique reference number (URN): 2818759 Address: Barnham Primary School, 74 Elm Grove, Barnham, Bognor Regis, PO22 0HW Type: Childcare on non-domestic premises Registered with Ofsted: 09/12/2024 Registers: EYR, CCR, VCR Registered person: SB Sports 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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Leadership and governance Strong standard

Leaders are strategic and highly driven by continuous improvement at the out-of-school club. They support staff to access focused and targeted training that aligns specifically with the improvement priorities of the club. Staff speak very positively about the high-quality learning opportunities that they receive. For example, they have specific training assigned to them that is supported by coaching from senior leaders. Staff have time to process this training and put it into practice in their new roles. Furthermore, staff have engaged in frequent monitoring visits with senior leaders and recognise how collaborative feedback works to raise the standard of the provision.

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Leadership and governance Strong standard

Leaders have a clear process for supporting new staff and provide mandatory, as well as personalised professional training. They recognise there are areas of provision that need strengthening and remain focused on development. For example, processes of obtaining information from parents about children's individual needs is very secure. Leaders are providing staff with tailored coaching to ensure day-to-day practice is strengthened to ensure daily information sharing continues to be robust. Leaders consider the impact of workload and wellbeing when planning training, to ensure staff have time to understand and put their new knowledge into practice.

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Leadership and governance Strong standard

Leaders are meticulous and focused on developing high-quality childcare. Leaders also maintain a focus on developing relationships with schools and engaging with the wider community. They support staff to create exciting activities that stimulate children's interests and help them build friendships throughout their time at the club.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and practitioners have been working together to establish and implement consistent rules and expectations for children. They have identified that this is an area of the provision that is currently developing. Overall children demonstrate positive behaviour towards one another. For example, children share and take turns with equipment. Furthermore, older children are kind and show younger children how to use different tools when playing with play dough. Rules and expectations are typically understood by children however, they are not yet embedded. For example, children often leave their resources on the tables and move on to other activities. Although staff plan for children to participate in tidying up, this expectation is not consistently reinforced and as a result, children do not fully understand what is expected of them.

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Behaviour, attitudes and establishing routines Expected standard

Children are often very polite. They say please and thank you at snack time and initiate friendly conversations with one another as they play. Children's attitudes are often highly positive. For example, they joyfully engage in slime making activities and participate with enthusiasm as staff show them what to do. Leaders have a clear approach to attendance. They follow up any absences swiftly and work with parents to support children's regular attendance.

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Children's welfare and wellbeing Expected standard

Leaders promote a culture where children's welfare and wellbeing are a priority. Procedures in place mean that information is generally shared well between parents, staff and teachers. For example, leaders are working with staff to support them to build secure relationships with all children as some staff are relatively new to the out-of-school club. Overall, staff are getting to know children well and leaders have developed a culture that focuses on supporting children's wellbeing. Leaders recognise that staff need to strengthen their knowledge of children's varying needs and have carefully aligned training to support them in developing their practice even further.

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Children's welfare and wellbeing Expected standard

Leaders have high expectations for how children's health is promoted throughout the club and overall, staff understand this and recognise how their ongoing training has enhanced their skills. For example, leaders are supporting staff to introduce activities that promote good health and independence. Children learn to cut their own fruit as they prepare their snack. Leaders are supporting staff to recognise other areas in the routine that can help the youngest children to learn to do simple tasks for themselves.

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Children's welfare and wellbeing Expected standard

Children learn about personal safety and recognise how to keep themselves safe. For example, they spot areas of shade in the playground and recognise that this helps keep them out of the heat whilst they enjoy ball games together.

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Inclusion Expected standard

Leaders have developed effective systems that support them to meet the needs of children with special educational needs and/or disabilities (SEND). For example, leaders build secure relationships with parents and carers when they first enquire about the provision, to discuss strategies that are currently in place for children and how they can best be supported at the out-of-school club. They work with professionals to explore how adjustments can be made to further enhance children's experiences.

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Inclusion Expected standard

Leaders also consider how to support groups of children such as those who might face other barriers to their wellbeing and those who might be at a disadvantage. They are supporting staff to understand how different strategies and interventions can be used to mirror those that are used in school to support continuity of care.

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Inclusion Expected standard

Generally, staff know children well and meet their individual needs effectively. Leaders have identified specific training to enhance staffs understanding of supporting children with SEND. This is beginning to develop staff practice and knowledge further so that the club can consistently make a demonstrable difference to children's experiences.

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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 cheerily from their classrooms. They are excited to greet one another and staff welcome them warmly. Staff begin friendly conversations with children as they discuss the hot weather and the exciting plans they have for the weekend. Children are sociable, happy and have a sense of belonging at this out-of-school provision.

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

Children are well known to staff and their individual needs are typically understood by staff, including those who are newer to their roles. Staff are actively engaging in training so they can understand more about effective adaptations for children with special educational needs

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Address:

Barnham Primary School 74 Elm Grove, Barnham Bognor Regis PO22 0HW and/or disabilities. Children develop positive social skills. For example, they play ball games together in the large outdoor playground and include one another fairly in their games. Leaders and staff are working together to further embed rules and boundaries at the out-of- school club, so that children consistently know what is expected of them.

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Address:

Children are supported closely by staff who are highly attuned with their interests. Children enjoy resources and activities that have been tailored to suit the children in attendance. Staff and children make plans together, following exciting themes and create enriching experiences. For example, children have the opportunity to build tents and dens together and create pretend campfires when they show an interest in camping. As a result, children are engaged and enthusiastic about coming to the club. Staff are passionate and excited to gain new knowledge from training to further develop their skills.

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Next steps

Leaders should continue to develop how staff implement behavioural expectations so that they are consistently implemented and commonly understood by all children.

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About this inspection

The inspector spoke to staff, leaders and children and took account of written views from parents and carers 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. Type: Childcare on non-domestic premises

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About this inspection

Registered person: SB Sports Coaching Ltd

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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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