Premier Wraparound @ Boringdon

Premier Wraparound @ Boringdon

Unique reference number (URN): 2864765 Address: Boringdon Primary School, Courtland Crescent, PLYMOUTH, PL7 4HJ Type: Childcare on non-domestic premises Registered with Ofsted: 25/09/2025 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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Inclusion Strong standard

Leaders employ designated inclusion and special educational needs coordinators at the club. They gain detailed information about children's individual needs from the start and proactively work with the on-site school and other professionals. This ensures all children can access the club and take part in activities. For instance, staff skilfully use specialised 'sound balls' to help children track the ball's precise position and direction using their hearing alone. This enables children to access all opportunities and experiences within the inclusive club.

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Inclusion Strong standard

Staff ensure they consistently identify and support children's changing needs. They use visual aids attached to a lanyard enabling them to communicate with children wherever they are. Children who are eligible to receive free school meals benefit from the club's programme, where they engage in enriching activities, develop skills and benefit from new experiences.

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Inclusion Strong standard

All staff receive consistent training around supporting children with special educational needs and/or disabilities. This enables them to identify and support individual children. For instance, staff create a quiet area, where children can talk to an adult in a calm space. This helps children to remain regulated and quickly rejoin their friends in play.

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Behaviour, attitudes and establishing routines Expected standard

Leaders monitor children's attendance effectively. This helps to support positive routines for children and set expectations for parents and carers. Children are keen to come to the club and quickly become engaged in activities. For instance, children learn how to make a 'tent' using lollipop sticks and paper. Staff praise them for their efforts and children persevere at new tasks, such as trying to make a 3-dimensional tent. Children share resources and discuss which animal they are going to draw. At times, staff sometimes carry out tasks for children that they could do themselves. For example, staff cut tape, twist glue sticks and find equipment for children. This limits children's independence.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children appropriately to manage their behaviour. Children generally show one another respect and staff role model positive behaviour. For instance, they encourage children to use their manners and to be kind to one another. This helps children to develop positive relationships with adults and peers. Staff help children to understand routines and activities. They use visual timetables and ask children to show a 'thumbs up' if they understand. This enables staff to identify any children who need additional support.

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Children's welfare and wellbeing Expected standard

Leaders and staff ensure children's wellbeing is central to the club. Overall, they embed policies and follow them effectively, including late collection procedures to ensure children's welfare. Staff generally know how to promote children's physical health well. Children benefit from daily outdoor activities, including archery, tennis and football. They learn how to use specific equipment and use words, such as 'accuracy', as they stand in a side position with their racket, ready to serve the ball. Staff talk to children about minimising risk before playing. For example, they ask children to leave their rackets on the ground so they can listen to the safety instructions.

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Children's welfare and wellbeing Expected standard

Staff typically provide children with specific sessions to support their understanding of nutrition. For instance, children try different fruits and vegetables, ensuring everyone, including those with allergies, can safely participate. Children learn about which foods benefit the body and the importance of looking after their health. They understand the reasons for washing their hands before eating, with staff nearby to support younger children if required.

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Leadership and governance Expected standard

Overall, leaders have a clear vision for the club. They have recently taken steps to improve the structure of activities and routines to benefit children's engagement. However, they do not obtain consistent feedback from parents to refine the practice at the club even further. Parents and carers receive the club's activity programme prior to children attending. This helps both children and parents to know what they will be doing that week. Leaders and staff demonstrate professional conduct at all times. They are passionate about providing children with enriching activity programmes to support their home experiences.

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Leadership and governance Expected standard

Safer recruitment procedures are effective. Leaders implement a rigorous employment system to ensure staff understand their responsibilities and are suitable to work with children. New staff and apprentices have their own mentors, who guide and coach them in their role. Staff morale is high and they feel supported by leaders. They receive additional time to carry out craft activities before children arrive. This enables staff to make any adaptations beforehand so the activity runs smoothly.

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Leadership and governance Expected standard

Leaders ensure all staff receive mandatory training, as well as additional courses that enhance practice for children. For instance, staff adapt the height of sports nets to ensure all children can engage in physical activity regardless of their needs.

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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 enjoy their time at this friendly and welcoming club. They settle quickly into activities and meet up with their friends, chatting about their interests. Children feel safe. They form positive relationships with staff, who listen to their views. For instance, when children want to hit the tennis ball hard, they have the opportunity to test out their ideas. They watch how the ball goes too far and fast for their peers to return it. Children then reflect and understand why staff teach them basic racket skills first, before progressing to more

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Address:

Boringdon Primary School Courtland Crescent PLYMOUTH PL7 4HJ advanced techniques. Children provide each other with encouragement. They praise their friends, when they successfully pass the ball to one another.

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Address:

All children feel included. They benefit from staff adapting activities to ensure every child can achieve. For example, staff provide younger children with shorter handled rackets so they can use them more effectively. They also help children to hold the racket in the correct position for maximum results. Children learn to manipulate equipment effectively and learn alongside their peers.

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Address:

Children attend regularly. They are keen to explore the variety of activities on offer. Children learn what makes them unique and about people in the past. For example, they explore key events, such as Black History Month. Children play and learn about the 'traffic light game', that it was first invented by Garret Morgan in 1923 and how the amber light means 'wait'.

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Next steps

Leaders should support staff to further develop children's independence skills. Leaders should seek views from parents and carers to help refine the practice at the club even further to benefit children.

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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 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: Steer Sports and Education Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:20 - 18:00,Tuesday,Wednesday,Thursday : 08:30 - 17:00

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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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