Premier Wraparound @ Willowbank

Premier Wraparound @ Willowbank

Unique reference number (URN): 2822401 Address: Willowbank Primary School, Manitoba Gardens, Cullompton, EX15 1EZ Type: Childcare on non-domestic premises Registered with Ofsted: 08/01/2025 Registers: EYR, CCR, VCR Registered person: Steer Sports and Education Limited

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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

Children thoroughly enjoy attending this club. They run in for hugs with the staff and settle into well chosen activities. Children behave well. Staff have high expectations for their behaviour. They are kind, caring and inclusive in their interactions with children. Routines are well embedded and there is a happy, relaxed atmosphere where all children feel safe.

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Behaviour, attitudes and establishing routines Strong standard

Staff support children and their needs are met within the clear structure. Children have extremely enthusiastic attitudes to the activities on offer. For example, archery outside provides chances for physical development skills and turn-taking. Children run outside with excitement. Older children praise the younger children. Staff consider children's age and stage of development as they adapt games and activities to best support all children. Children with special educational needs and/or disabilities are thoughtfully supported by staff. Staff readily get involved with children's games. For example, during a game of 'lava monsters', the team join in, creating a wonderful sense of community and fun. Children run, laugh and play well together across age ranges.

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Behaviour, attitudes and establishing routines Strong standard

Staff welcome the children and take a register. Non-attendance is followed up and recorded. Children absolutely thrive in the structured routine. They clear away for snack time and know to wait for safety checks to be completed before the playground is open. Children listen carefully to all instructions. They develop extremely positive relationships with each other and with the staff and leaders. Leaders promote 'fun, learn, safety, respect'. This is evident throughout the setting. Children, staff and leaders have respect for themselves, each other and their surroundings. Children clear plates away after snack and tidy the environment.

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Behaviour, attitudes and establishing routines Strong standard

Children show high levels of self-esteem. Inclusion Week and Anti Bullying Week feed into the expectations for behaviour. For example, children learn about 'kindness monsters' and different colours for feelings. Older children made kindness posters. Younger children recently contributed to making a banner with their handprints, reading, 'take a stand and lend a hand'.

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Children's welfare and wellbeing Strong standard

Children are extremely happy in this well-managed and insightful club. All children absolutely thrive from the relationships they have created. This helps their confidence grow and improves their whole-school experience. Children all get on well, despite their differing needs. Staff are highly responsive to changing family situations, such as bereavement. They help children process their feelings in the nurturing environment.

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Children's welfare and wellbeing Strong standard

Highly effective partnerships with parents and the linked school mean that children's welfare is the highest priority. Children consistently achieve well, making progress in developing relationships across the school. They receive a personalised welcome and enjoy a chat about life at home or school. Children share worries and problems with staff. Staff escalate these, if needed, and share with leaders for advice. Leaders have created a positive culture for wellbeing for staff and children. They are strong role models. Leaders describe the setting as feeling like a family where children feel that they are very connected.

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Children's welfare and wellbeing Strong standard

The ethos of the setting is focused strongly on welfare and health. Children love to order their snack. They enjoy the routine of choosing fillings for their wraps. Physical development is embedded within planning. Children have access to the playground, make up their own games and include each other. For example, as they play hide-and-seek collaboratively under the wooden gazebo, older children are thoughtful when tagging the younger children. Children remind each other of the rules and how to stay safe. They say 'don't stand on the benches' and 'be careful'. Children choose their own games using the logos on the cupboards that highlight the resources they can access independently. Children learn how to stay safe through a series of themed plans, for example, Environment Week and Sun Safety Week.

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Inclusion Strong standard

Leaders create an extremely inclusive culture. They provide a club that offers all children opportunities to thrive and achieve. Leaders identify children who may experience barriers. They carefully assess all children's information as soon as families register. Additionally, leaders work with the host school's special educational needs coordinator, the family support worker and class teachers. This helps them ensure that they have all the information they need to meet the needs of all children that attend. Leaders understand children's individual needs and plan for them. Leaders have a clear overview of the children that attend the club. They are able to talk in detail about the support that is already in place. Leaders describe the club as a 'mini village' within a school that all the children belong to.

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Inclusion Strong standard

Leaders support staff with ongoing professional development. For example, staff receive specific training for the younger children. This supports staff to make any adjustments needed. Partnerships with parents and other professionals are extremely effective. This results in staff supporting children with special educational needs and/or disabilities (SEND). Children with SEND have individual care plans. Consistent implementation of these means that children are ready to learn. Highly skilled staff support children to regulate their emotions if something goes wrong during a game. Children develop the skills they need to persevere.

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Leadership and governance Strong standard

Staff know every child well. They know their interests, characters and meet their needs. For example, staff know the children who are eager to play immediately on arrival. They add resources that children have requested prior to them arriving. Staff know that children with special educational needs and/or disabilities (SEND) need a different routine to settle. They use their skills to support all children to arrive and settle into the club.

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Leadership and governance Strong standard

Parent partnerships are strong. Leaders gather accurate information and make plans from the start. This means that children have individualised regulation plans and interesting activities. Staff use strategies from other professionals to help children with SEND regulate on arrival. Leaders and staff promote consistency in children's care from day to day. Parents speak highly of staff, praising their children's development in confidence and ability to make friends. Staff and individual children are noticed, valued and praised, which helps create a safe space. Supervisions are extremely robust. Staff are supported well and praised for their efforts, which results in a dedicated and committed team at this club. Leaders foster a culture of continuous improvement, which is evident in staff's personal development. Leaders and staff enjoy professional training. They welcome feedback to improve their practice. Regular team meetings, bite-sized training and team training days all feed into staff

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Leadership and governance Strong standard

development. Leaders specifically support mental health for staff, who have access to a wide range of support. Staff are very perceptive, proud of their work and have high expectations. Leaders and staff have made a significant difference to the children who attend.

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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 thrive in this inspiring after-school club. They enjoy the happy atmosphere and tailored care. Staff value individual children. They seek children's views. For example, staff buy new resources on children's requests. Children know what to expect from the daily welcome meeting. For example, children listen and are excited, saying, 'Hooray it's archery today'. Children are praised and feel safe with the staff. Leaders ensure that staff also feel safe, individual and valued. This results in a harmonious environment. Children experience an excellent sense of belonging. They happily come in and staff greet them individually. Children with special educational needs and/or disabilities have what they need to settle. This means all children quickly join play with friends.

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

Children enjoy the mix of sports activities and coaching opportunities staff offer. They settle into the well-planned craft activities during carefully constructed themed weeks. Children experience positive wellbeing from the impactful relationships they have formed. They take the social skills that they have learned back to their classrooms during the day. This helps children grow in confidence across the school.

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

Families celebrate the progress their children have made. The club creates a mini community for the children and they confidently make friends in different classes. Children are unique and valued and they contribute to the club atmosphere, greeting friends enthusiastically on arrival. This means children make progress in their personal, social and emotional skills. Barriers to learning are reduced by the clear sense of safety the children feel. They are ready to play and learn. Leaders and staff have a thorough and detailed knowledge about each child. Children enjoy positive relationships that are extremely impactful and supportive. They benefit enormously from diligent care in this highly reflective and ambitious provision. There is a culture of improvement that is fully embedded and staff training positively impacts the experience of all children.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, staff, children 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

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Address:

Willowbank Primary School Manitoba Gardens Cullompton EX15 1EZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Steer Sports and Education Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:20 - 18:00

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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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10 to 4

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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