Premier Education - Kingshill

Premier Education - Kingshill

Unique reference number (URN): 2820330 Address: St. Marys Junior Mixed School, Heath Drive, Ware, SG12 0RL Type: Childcare on non-domestic premises Registered with Ofsted: 12/12/2024 Registers: EYR, CCR, VCR Registered person: AE Sports Services 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 Expected standard

Leaders establish clear routines that help children settle quickly and they understand what is expected of them throughout the day. Staff typically use regular reminders and discussions to help children understand behavioural expectations and the reasons behind them. They reinforce these expectations through age-appropriate responses and sensitive support, enabling children to manage their feelings and emotions and navigate changes and transitions successfully.

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Behaviour, attitudes and establishing routines Expected standard

Staff model respectful and collaborative behaviour in their interactions with children and each other. They encourage children to listen to one another, respect different views and share their ideas. Children engage enthusiastically in activities that promote cooperation and turn taking. For example, during a parachute activity, children contribute their own ideas to a shared story, listening to their friends and building on each other's contributions. Staff value children's views and use their interests to shape experiences that motivate and engage them. For instance, children enjoy creating pictures with chalk on the playground, drawing on their own ideas and experiences. This approach helps children feel listened to and valued, while developing confidence, creativity and a positive attitude to their time at the club.

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Behaviour, attitudes and establishing routines Expected standard

Children follow familiar routines confidently, including lining up, washing their hands and joining friends at the table for mealtimes. Staff recognise when children need additional reassurance or comfort and respond sensitively to their individual needs. They adapt their communication to suit children's ages and abilities, helping them express their thoughts, feelings and achievements.

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Behaviour, attitudes and establishing routines Expected standard

Leaders implement effective procedures to monitor attendance and ensure that children are happy and safe. They recognise the importance of following up with parents when children unexpectedly miss already booked sessions. This contributes to promoting children's welfare.

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Children's welfare and wellbeing Expected standard

Leaders and staff create a warm, welcoming environment where children feel valued, safe and secure. Positive relationships and an effective key-person system mean children know who to go to for comfort and reassurance. Staff respond sensitively to children's emotional needs, helping them manage feelings and develop confidence in seeking support. As a result, children settle quickly, demonstrate a strong sense of belonging and approach staff confidently to share their experiences and ideas.

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Children's welfare and wellbeing Expected standard

Clear routines promote children's independence and wellbeing. For example, children organise their own belongings when they arrive, helping them take responsibility and develop confidence in managing daily tasks. Staff encourage children to be independent. They serve their own food and open their own lunch boxes. Staff ensure fresh water remains available and recognise when children need additional opportunities to drink, particularly in hot weather. This helps children develop an understanding of how to care for their own health and safety.

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Children's welfare and wellbeing Expected standard

Children have access to a spacious outdoor area where they can exercise, play football and socialise with friends. These experiences support both their physical and emotional wellbeing. Staff identify children who may experience additional barriers and implement appropriate strategies to support their participation and emotional needs.

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Children's welfare and wellbeing Expected standard

Through professional discussions, leaders identify that staff deployment could be strengthened at key points in the day. For example, on occasion, staff do not always position themselves directly at the tables where younger children are eating. That said, leaders respond promptly and adapt staff deployment to ensure adults are positioned appropriately during mealtimes. This strengthens supervision and helps to minimise potential risks, including choking, while ensuring children can engage in meaningful interactions and build on their social skills.

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Inclusion Expected standard

Leaders and staff have high expectations for all children and actively remove barriers so that every child feels safe, welcomed and able to participate fully. Before children start, leaders gather detailed information from parents and carers. Staff use this knowledge to provide a consistent approach and regularly review children's needs to identify any potential barriers to participation or wellbeing.

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Inclusion Expected standard

Staff know children well, including their interests, motivations and individual needs. They use this knowledge to adapt routines, activities and interactions. For example, they provide additional support for children who find transitions difficult and offer quiet spaces during busy periods when children may become overwhelmed. Staff recognise early signs of frustration and use agreed strategies to help children regulate their emotions and re-engage successfully.

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Inclusion Expected standard

Leaders work closely with parents to maintain continuity and share effective strategies. They recognise when families may benefit from wider support and know where to signpost them to appropriate community services.

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Inclusion Expected standard

Children generally engage positively in activities, develop friendships and enjoy their experiences alongside their peers. Leaders demonstrate commitment to inclusion and continue to identify ways to strengthen practice. They have plans to develop staff knowledge of the early years foundation stage further, to help ensure all children benefit fully from their time at the club.

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Leadership and governance Expected standard

Leaders provide effective oversight of the club and demonstrate a clear commitment to continuous improvement. They understand the setting's strengths and typically identify areas for further development. Regular staff meetings help leaders identify support needs and take timely action to strengthen practice. Leaders prioritise staff wellbeing and, for instance, provide dedicated wellbeing days to support staff in their roles. Leaders ensure staff complete mandatory training and access relevant professional development. For example, some staff have completed training to strengthen their understanding of children in the early years. Leaders have also identified further development opportunities to build on staff knowledge and expertise in this area. Leaders typically recognise where practice can be strengthened and take appropriate steps to support staff development.

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Leadership and governance Expected standard

Robust recruitment procedures ensure staff are suitable for their roles and understand the setting's expectations from the outset. Leaders maintain positive relationships with parents and carers and gather relevant information about children. Regular communication helps staff understand children's individual needs and provide consistent support. Parents report that staff know their children well and provide 'magical experiences' which children thoroughly enjoy.

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Leadership and governance Expected standard

Leaders create a supportive culture where staff understand their responsibilities, feel valued and have opportunities to develop their practice, supporting positive outcomes for children.

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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 feel safe, secure and valued at this holiday club. All children, including those with special educational needs and/or disabilities and those who are new to the setting, develop a strong sense of belonging. Staff build trusting relationships and know children well. As a result, children confidently approach adults when they need comfort, reassurance or support.

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

Children follow predictable routines, such as counting the number of children during line up times and washing their hands before meals. These routines help children feel secure, build independence and understand what is expected of them. Subsequently, children participate confidently throughout the day in the activities available.

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

Children enjoy spending time outdoors in the spacious and well-organised garden area. They run, explore and take part in football and other games. Adults celebrate their successes and encourage them enthusiastically. Other children choose quieter experiences, such as sitting and talking with friends. These shared experiences help children build friendships, communicate with others and develop respect for different views.

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

Staff listen carefully to children and respond to their individual interests and emotional needs. Children explain how they feel and what support they need. For example, children can access a quiet space when they need time away from the busier activities. This helps them regulate their emotions and return to activities when they feel ready.

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

Children enjoy chatting about their day with familiar adults as they eat their snacks at the table. They giggle and laugh while sharing jokes with them. Staff use their knowledge of children to plan activities and conversations that reflect their interests. Children engage

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Address:

St. Marys Junior Mixed School Heath Drive Ware SG12 0RL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: AE Sports Services Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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Address:

Local authority: Hertfordshire readily, feel listened to and develop the confidence to share their ideas. As a result, they feel safe, valued and are able to flourish at the club.

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Next steps

Leaders should ensure that staff deployment enables effective oversight of all children at key points throughout the day.

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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.

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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. 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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