Premier Wraparound Care at Henry Moore Primary School

Primary School

Unique reference number (URN): 2796478 Address: The Henry Moore School, Kiln Lane, Church Langley, Harlow, CM17 9LW Type: Childcare on non-domestic premises Registered with Ofsted: 10/06/2024 Registers: EYR, CCR, VCR Registered person: Premier School 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 understand what is expected of them through highly impactful teaching and routines. Children respond positively to this clear, consistent approach. Leaders and staff encourage children to think independently, and, as a result, children learn to make positive choices in their play.

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Behaviour, attitudes and establishing routines Strong standard

A harmonious and respectful culture is established. Staff engage children in meaningful conversations, playful interactions and age-appropriate humour. This helps children to feel secure, valued and confident. Praise is explicit, so that children know what they are doing well and this gives them a sense of achievement and pride. This approach helps children develop confidence, resilience and a positive attitude.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff frequently evaluate the changing dynamic of the group celebrating individual strengths. Older children are given the opportunity to lead and support younger children. This reinforces the expectation of kindness and encourages collaboration across age groups.

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Children's welfare and wellbeing Strong standard

Children's individual needs are well considered. Children who face barriers to learning benefit from thoughtful adaptations. This means they are able to take part fully. Leaders review policies and procedures rigorously to ensure they remain effective for all children.

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Children's welfare and wellbeing Strong standard

Leaders and staff promote healthy choices through embedded routines that actively help children develop healthy lifestyles and physical wellbeing. Additionally, children learn how to manage risk. Children have a good understanding of how to keep themselves safe and well. A robust system is in place to manage allergies, and staff sit with the children at mealtimes to assure their safety. Staff engage with the children in conversation and know them well, this fosters a sense of community. Staff are excellent role models. Children learn to be respectful of each other and the environment.

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Children's welfare and wellbeing Strong standard

Children benefit from a wide range of games and activities. They learn physical and social skills through team sports and challenges. Staff actively encourage them to work together and help each other. Children work collaboratively and are confident to take on lead roles and support their peers.

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Inclusion Strong standard

Leaders and staff place inclusion at the centre of everything they do. Staff get to know children well so that any potential barriers to children's participation are identified at the earliest stage. This ensures children's needs are understood from the outset. Leaders consistently promote and role model an inclusive approach to all children. Leaders and staff show professional care and compassion. There is a culture of respect and support.

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Inclusion Strong standard

Staff adapt routines and activities to ensure all children are able to take part if they choose to. Leaders closely monitor the effectiveness of staff's interventions and listen attentively to children's views. Staff provide timely and sensitive support for children, which enables them to regulate their behaviour and remain calm, confident and engaged.

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Inclusion Strong standard

Leaders have in place a robust training programme which helps staff to be well equipped to identify and reduce potential barriers to learning. Staff ensure that routines and rules that support children to know what is expected of them are embedded. Leaders and staff have high expectations of all children. As a result, all children, including those with special educational needs and/or disabilities and those facing barriers to learning, are able to be engaged fully in the provision.

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Leadership and governance Strong standard

Leaders have a comprehensive oversight of the setting. They are committed to staff development and have a robust induction and training programme in place. Consequently, staff morale is high and staff feel well supported and informed. For example, leaders and staff recently took part in training to support emotional regulation. This means children, including those who face barriers to learning, benefit from knowledgeable staff who are able to meet their needs.

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Leadership and governance Strong standard

Leaders access available funding programmes to improve attendance and provide opportunities for all children. They are committed to being a community centred provider and place a strong emphasis on parental partnerships. They seek regular feedback to inform practice and work closely with the host school to understand the needs of the families using the service.

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Leadership and governance Strong standard

There is a culture of high expectations and professionalism. Leaders regularly review practice and are passionate about achieving the best possible outcomes for children. Leaders seek support from external professionals and monitor children's engagement and interest. Subsequently, children enjoy spending time in a well-organised and well-planned provision.

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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 arrive happily and confidently, and they are warmly welcomed by staff who know them well. The environment is thoughtfully organised to support different types of play. Children enjoy being physically active, for example, playing tag games, football and basketball with their friends. They are also able to enjoy quieter experiences, including reading books and construction activities. These experiences help develop their physical skills, communication, creativity and resilience. Children confidently collaborate with each other, solve problems and embrace new challenges. They remain engaged and motivated throughout the day.

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

Children are supported to behave well and they benefit from staff's clear and consistent expectations. Staff consistently role model good manners. Children build friendships with each other and show each other kindness and respect. They also form positive relationships with staff, who are readily available to join in games and offer support. Staff actively engage in children's play. They sit alongside them, chat with them and help to make activities enjoyable and meaningful. This supports children to feel safe and secure within the setting.

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

Children's individual needs are understood by staff. Activities are adapted so that every child can participate successfully. Staff support them to identify risks, and through this, they learn how to keep themselves and others safe. Additionally, children are supported to make healthy choices.

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

Children enjoy joining in creative and messy play activities, for example, staff teach the children how to make slime, which captures the children's interests and encourages concentration. Children take pride in their achievements. They are eager to share their accomplishments with peers and staff.

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

Children thrive in an environment that successfully balances fun, physical activity and emotional wellbeing.

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Next steps

The provider should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with 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.

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Address:

The Henry Moore School Kiln Lane, Church Langley Harlow CM17 9LW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Premier School Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 03:15

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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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