Premier Education - Hilltop Primary School

Premier Education - Hilltop Primary School

Unique reference number (URN): 2838540 Address: Hilltop Primary School, Ditchling Hill, Crawley, RH11 8QL Type: Childcare on non-domestic premises Registered with Ofsted: 02/05/2025 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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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have exceptionally high expectations for children's attitudes and behaviour. These messages are related in a warm and positive way and children gleefully show that they know the rules of this inclusive setting. Children's behaviour and attitudes in the holiday club are consistently positive. For example, mixed-age children giggle and squeal with delight as they play parachute games together. Staff reinforce safety messages before the activity and children show that they understand the expectations of the setting. Positive messages about what skills children have gained during the activity are also reinforced. For example, children discuss how they have learned about teamwork and communication skills after games and sports activities. This has a highly positive effect on children's personal and emotional development.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff understand the importance of regular attendance in supporting positive outcomes for children. Leaders know the families very well and which children struggle to arrive on time. Leaders sensitively telephone families, who are late to arrive, to check on welfare and to encourage them to come in. They understand that promoting regular attendance supports children to develop positive habits, which helps future learning.

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Behaviour, attitudes and establishing routines Strong standard

Staff develop highly positive and warm relationships with all children and support them to make relationships with each other. Consequently, children show that they feel valued and have a sense of belonging. This is particularly impressive due to the short amount of time children attend holiday club.

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Children's welfare and wellbeing Expected standard

Children enjoy learning new skills, being active and being creative at this exciting holiday club. Leaders ensure that the policies and procedures in place to support children's welfare and wellbeing are followed, reviewed and continuously promote safety.

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Children's welfare and wellbeing Expected standard

Children have opportunities throughout the day to exercise, which helps them to understand how to keep healthy. All staff understand how to prepare food and provide children with a nutritious meal that is reviewed regularly. However, meal planning and sports activity planning do not consistently enable children to make their own healthy choices. As a result, children are not yet fully involved in making their own healthy choices and decisions in the holiday club. Involving children in making healthy choices about the menu and sports on offer could further strengthen their understanding about healthy lifestyles.

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Children's welfare and wellbeing Expected standard

Secure, warm and positive relationships are consistently made between staff and children. All children, including those with special educational needs and/or disabilities and who may be disadvantaged, demonstrate that they feel a sense of belonging and are valued. Staff support children's understanding of how to keep themselves safe very well. These messages are shared at the start of the day and before each new activity. Children show that they enjoy sharing their knowledge of how to keep themselves and others safe.

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Inclusion Expected standard

Children are valued and welcomed at this inclusive holiday club. Children with special educational needs and/or disabilities (SEND) and other barriers to their learning are proactively welcomed and supported to make a smooth transition into the setting. For example, children who struggle to separate from their parents are encouraged to join in some physical activities as they arrive. Leaders and staff understand that some children need distraction and direction to engage in activities to help them to regulate their emotions. Leaders have recently attended training on how to support children with SEND and implemented newly acquired strategies into the provision. This approach is effective and has a positive impact on children's personal and emotional development.

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Inclusion Expected standard

Children with SEND and other barriers to their learning are very well supported here. They attend the exciting scheme via a funding scheme, where free lunch, sports and arts activities are offered throughout the day. Leaders makes sure that they have all relevant information about children and their families so they can give them the appropriate support that they need. They liaise with parents and local schools to ensure that adjustments are made to support children, who have barriers to their learning.

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Leadership and governance Expected standard

Leaders show that they meet the statutory requirements of the early years foundation stage confidently and securely. They fully understand and carry out their responsibilities. The leadership of the setting is a strength. Leaders make effective and appropriate decisions to support the outcomes of children with special educational needs and/or disabilities and those who may be disadvantaged. Staff are well supported with relevant and appropriate training to support their ongoing professional development. Leaders provide a fun, active environment in which children show that they are valued and feel safe.

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Leadership and governance Expected standard

Leaders ensure that staff understand how to spot signs of abuse and how to safeguard children as well as how to refer to agencies when there are allegations against staff. Staff report that they feel well supported with employee assistance programmes and are cared for on a more personal level by colleagues and leaders. This has a positive effect on the atmosphere in the setting and on the wellbeing of the staff team.

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Leadership and governance Expected standard

Leaders communicate with parents well via an online system, where they can look at photos, make comments and find out what their children have been doing during the day. This ensures that parents are well informed about the daily activities and allows leaders to observe which activities are more popular. For example, many parents commented on a photo of a pebble painting activity. This created conversations about the pebbles between parents, staff and the children. This further enhances children's self-worth and sense of belonging.

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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 join in activities immediately as they arrive at this fun and welcoming setting. Children demonstrate that they are happy and safe in this inclusive holiday club. Staff are on hand to speak to parents and encourage children to engage in activities at the start of the day. For example, children play board games, build with bricks and create with moulding clay. Children who find it difficult to separate from their parents and carers are swiftly identified and sensitively supported to join in or help adults with special jobs. This has a positive impact on children's emotional development and supports them to settle in.

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Address:

Hilltop Primary School Ditchling Hill Children excitedly listen to adults as they hear about the day's planned events. Staff share the rules of the setting and children happily join in and explain the rules. Children show that they understand how to keep themselves, others and the environment safe. All children show that they know these rules even if it is their first day at the club. Staff have high expectations for children's behaviour and there is a highly respectful culture. Staff offer a range of creative and sports activities for children to choose from and there are many structured activities throughout the day. For example, children play parachute games, ball games and draw pictures of lighthouses. Staff know children well and children with special educational needs and/or disabilities and those who face other barriers to their learning are particularly well supported to engage in the activities and thrive.

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Address:

Children's behaviour and attitudes are exemplary throughout the day and they show that they are valued, happy and at home in the setting. Leaders and staff ensure that children are supported to keep themselves safe. Parents report that their children enjoy their time at the setting and that their voices are listened to.

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Next steps

Leaders should involve children in making choices about the lunch menu and sports on offer to further strengthen their understanding about healthy lifestyles.

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About this inspection

The inspector spoke with parents, children, leaders and staff 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. Crawley RH11 8QL Type: Childcare on non-domestic premises

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About this inspection

Registered person: SB Sports Coaching Ltd

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:00

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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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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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