Premier Education - Glade Academy site

Premier Education - Glade Academy site

Unique reference number (URN): 2808833 Address: Glade Academy, Knappers Way, Brandon, IP27 0DA Type: Childcare on non-domestic premises Registered with Ofsted: 21/10/2024 Registers: EYR, CCR, VCR Registered person: Paynter, Owen

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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

Leaders encourage regular attendance so that disadvantaged children benefit fully from the range of physical activities provided. This helps children build relationships and become familiar with the routine and expectations of the club. Staff prepare children for changes to the routine by clearly explaining and offering clear choices about which activities are available. This helps children feel secure as they know what is happening next.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have high expectations for children's behaviour. Staff clearly outline the club rules at the start of the session. They adapt their approach for children with special educational needs and/or disabilities while maintaining consistent standards. Staff consistently and positively reinforce rules throughout the session and praise and encourage children. Children generally behave well and are friendly and polite. They listen to staff and follow their directions. Some children volunteer to help set up activities and tidy away afterwards.

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Behaviour, attitudes and establishing routines Expected standard

Staff generally promote positive relationships between children. They use icebreakers at the start of the session to help children get to know each other. Staff use team games to teach children how to communicate and work together to achieve a goal. Children enjoy being together and collaborate well.

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Inclusion Expected standard

Leaders typically gather key information about children's needs before they start at the club, enabling them to adapt their approach. For example, staff ensure that children who only attend the morning session, access a full range of activities. Staff also gather detailed information from parents on arrival. They find out whether children have special educational needs and/or disabilities (SEND), or any other requirements. Staff use this information to shape activities. For example, they support children with SEND to play football-cricket, encouraging them to stand closer when kicking the ball and involving other children to be 'runners'. This helps children develop empathy and friendships, and means that children with SEND are fully included in activities.

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Inclusion Expected standard

Staff generally reduce barriers to participation for disadvantaged children. These enjoy a variety of physical activities that boost their physical, communication and social skills. Leaders train staff so that they can confidently adapt activities for different ages and abilities. Staff ensure that all children get opportunities to extend their skills and model inclusion. Children are fully accepting of each other's needs. They develop empathy and are kind to each other.

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Children's welfare and wellbeing Needs attention

Healthy eating is not well supported in the club. While some children do make healthy choices relating to their diet, staff offer children unhealthy snacks and drinks and do not encourage children to eat healthily. This impacts on children's health and wellbeing and they do not gain essential knowledge about making healthy food choices. Leaders have a firm focus on promoting physical activity. They offer a wide range of team games, such as tag, football and archery. These help children develop their stamina, focus and physical skills. Staff encourage children to reflect on how exercise affects their bodies and remind them to stay hydrated and take regular breaks.

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Children's welfare and wellbeing Needs attention

Staff support new children to settle, working with parents to reassure children and show them key areas of the club. This helps children feel secure and to settle quickly. Staff get to know children and notice when they are feeling sad. They listen and offer reassurance, helping them manage tricky situations and their emotions. Children build trusting relationships with staff and grow in confidence to try different activities. Staff teach children how to keep themselves safe. They clearly explain how to play archery and help children identify and reduce potential risks to their own and other's safety.

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Leadership and governance Needs attention

Leader's evaluations do not always focus on the individual requirements of each club they manage. This means that specific issues, such as healthy eating, are not always identified and improved. Leaders have a clear ethos on promoting children's physical wellbeing and social skills. They evaluate the effectiveness of their organisation and are currently focusing on developing a positive team culture. Leaders support staff to develop their skills and knowledge through thorough induction and ongoing training. Staff report feeling well supported with their apprenticeships and have a clear overview of their career progression. Leaders ensure staff workload is manageable and promote their wellbeing.

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Leadership and governance Needs attention

Leaders build positive relationships with the school, supporting the smooth running of the club. Despite the club opening for only a few days over the summer, staff work hard to get to know children and build relationships with parents. Parents value the focus on physical activities and appreciate the adaptations made so children with special educational needs and/or disabilities can participate fully. Leaders recognise the high levels of disadvantage within the club and work to ensure children receive their full entitlement to a range of activities throughout the holidays.

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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 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

Physical activity is a key focus in the club, however, children are not supported to make healthy food choices or given nutritious meals. This impacts their health and wellbeing. Children listen carefully to staff, follow instructions and participate enthusiastically in physical activities. Staff promote regular attendance for disadvantaged children so they can benefit from a wide range of opportunities, which enhance their physical and social skills. Children feel included in activities because staff adapt their approach depending on their individual needs. For example, they adapt the routine so that disadvantaged children can access archery, when they are in attendance. When children need more restful, quieter activities, they enjoy creating colourful artwork.

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

Children settle into the club because staff work with their parents and carers to reassure them and show them what activities are available. Staff clearly explain the routines and expectations from the outset. This helps children understand what is going to happen next and they become emotionally secure. Children quickly form positive and respectful relationships with staff. They feel included because staff ask them about their opinions, such as about what activities they prefer. Staff listen to children's thoughts, feelings and opinions attentively. Children feel safe in the setting. They understand the purpose of rules and follow them, treating the environment and each other with respect.

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

Children welcome their friends and build new relationships with other children, including those with special educational needs and/or disabilities. They are accepting and kind to each other, collaborating during team games and engaging in healthy competition. Older children develop empathy and maturity as they look after younger ones, who thoroughly enjoy playing with them. Children take on responsibilities to support the club, such as volunteering to hold doors open for others. They behave positively and are polite to each other. Children show independence and care for their own belongings. They make suitably healthy choices in relation to wearing sun hats outside and staying hydrated during physical activities.

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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 action by the assigned date:

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Action Completion Date

ensure children are provided with healthy and nutritious food and help them understand how to make healthy choices 08/09/2026

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About this inspection

The inspector spoke with managers, staff, parents 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.

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Address:

Glade Academy Knappers Way Brandon IP27 0DA

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 03:30

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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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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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