Premier Wraparound @ Primrose

Premier Wraparound @ Primrose

Unique reference number (URN): 2822371 Address: Primrose Lane Primary School, Cunningham Road, Yeovil, BA21 5FH Type: Childcare on non-domestic premises Registered with Ofsted: 08/01/2025 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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Behaviour, attitudes and establishing routines Expected standard

Leaders create a positive environment, where children understand the expectations for behaviour. Each day begins with time to settle in before talking through the fun agreement, which is the setting's way of explaining how children should behave and treat others. Staff typically refer to this agreement during the day, but leaders recognise it is not always used consistently and some children forget the expectations as a result.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between staff and children are warm and respectful. Children feel comfortable talking to staff and enjoy being listened to. They get on well with each other and show kindness, often congratulating one another at the end of games and activities. Children learn to collaborate and work together. They take turns, share resources and support each other during activities. Staff model positive interactions and help children practise these skills. Staff consider children's ages, stages of development and individual needs, when helping them meet expectations. They typically adapt routines, provide calm spaces and offer clear explanations, when children need extra support. These adjustments help children feel secure and able to manage the expectations of the setting.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote positive attendance and punctuality. They follow up absences quickly to ensure children are supported to attend regularly. Typically, children behave well, enjoy positive relationships and benefit from routines that support their social and emotional development. However, leaders should develop routines further to ensure children are consistently supported between transitions to positively impact behaviour and help them to self-regulate.

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Children's welfare and wellbeing Expected standard

Leaders generally ensure care practices meet each child's individual needs. Staff supervise children well throughout the day, including during mealtimes and outdoor play. Staff follow established procedures to record accidents and respond to children's individual health and care needs. Staff respond well when children need extra help and adapt routines to support all children. Children experience calm, predictable care that helps them feel secure and included.

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Children's welfare and wellbeing Expected standard

Children form positive and responsive relationships with staff. All staff know the children well and build strong attachments that help children feel safe. Staff listen carefully, offer reassurance and create and environment, where children trust the adults around them.

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Children's welfare and wellbeing Expected standard

Leaders promote children's health and wellbeing through daily routines. For example, while sports activities are at the heart of this setting, children are provided with areas to rest if they require this. They promote positive hygiene before meals and follow established procedures to manage allergies and dietary needs. Children learn about their physical development, personal safety and health through daily routines and planned activities. They practise skills, such as handwashing, moving safely, making healthy food choices and understanding how their bodies feel. Staff explain clearly and check children's understanding by asking questions, so children can build confidence in managing their own wellbeing. Children are supported to recognise and express their emotions. Staff use calm spaces, gentle reassurance and simple language to help children regulate. These approaches help children develop emotional security and understand how to manage their feelings. Staff

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Children's welfare and wellbeing Expected standard

consider each child's age, stage and individual approaches, ensuring care is consistent, nurturing and supportive for all children.

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Inclusion Expected standard

Leaders provide an inclusive environment, where children are welcomed and valued. Before children start, leaders take the time to ask parents and, with parents consent, learn about each child and gather information from schools and other agencies where possible. This helps leaders to understand and learn about children's health needs, allergies and/or any barriers to their wellbeing. Typically, staff adapt their approach so all children can participate alongside other children. For example, they make adjustments to the provision, such as calm spaces or adapting instructions and routines, to reduce barriers to learning and wellbeing. These approaches help all children feel included and able to take part. Leaders introduce the timetable and now-and-next each morning, but this is not used consistently throughout the day. Some children would benefit from reminders or visual reminders at snack, lunch and transitions.

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Inclusion Expected standard

Staff receive training on how to support all children and they regularly review support. Leaders work with families, teachers, headteachers, social workers and external agencies to shape children's experiences. This partnership approach ensures children receive consistent, joined-up support.

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Inclusion Expected standard

Leaders have an appropriate understanding of available funding. They engage with the local authority to keep knowledge up to date and ensure they provide experiences and resources to support children's individual needs. For example, the setting provide spaces for the Healthy Happy Holidays scheme and provides activities to enhance all children's development and skills.

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Leadership and governance Expected standard

Leaders are ambitious for children's development and provide a daily and weekly timetable of activities that supports social skills, confidence and enjoyment. Children take part in games, group tasks and creative experiences that help them build friendships, cooperate with others and feel included. Activities encourage children to share, take turns and communicate, which strengthens their personal and social development. Leaders monitor children's progress closely. They review support regularly and check the children are well supported during the session. For example, they provide calm spaces or adapt instructions to reduce barriers to learning and wellbeing.

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Leadership and governance Expected standard

Leaders ensure staff receive training on how to support children and provide them with strategies of how to support all children. Leaders work closely with families, teachers, headteachers, social workers and external agencies. This partnership approach shapes children's experiences and ensures support is consistent and inclusive. Leaders consider staff and build positive relationships. As a result they feel well respected, valued and their workload is manageable. For example, termly meetings are held with staff to provide discussion time, observations, feedback and support. Staff comment positively about these meetings.

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Leadership and governance Expected standard

Leaders build positive relationships with other professionals. They are currently considering ways to engage further with parents to gain feedback and improve the setting further. While staff already talk to parents at handover and know about the children, relying on handover conversations can sometimes restrict detailed tailored support approaches that could be considered.

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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 are welcomed by positive and friendly staff, who are pleased to see them. Children are well known by staff and have warm, trusting relationships. Throughout the day, children talk to staff and enjoy being listened to and respected. Children are given time to settle into the setting. They can complete a craft activity linked to the weekly theme. They also have space to play with activities, such as train sets and marble runs, or they can choose a quiet area if they prefer. Children are happy to attend and speak to staff confidently. They are happy to play with their friends and include others in their play.

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

Children learn new skills and practise what they already know and learn new skills through activities, such as gymnastics, archery, tennis and cricket. They join in well, take turns and mix with children of different ages. Children use good manners and speak respectfully to others. They try their best in activities and accept support when they need it. Children with special educational needs and/ or disabilities enjoy the same opportunities as their peers and are included in all aspects of the setting. Children feel safe in the setting. They can use quieter areas when they feel overwhelmed or need spaces to move freely. Gym mats are available for children to stretch out or lie down to help them feel calm.

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

Children benefit from well-planned activities that keep them safe and help them learn new skills. They take part in sports as well as activities, such as making pizza or a quizzes about healthy food choices. Children move and exercise often throughout the day, both indoors and outdoors. This helps them learn about healthy food, physical activity and making good choices. Children are well supported during activities. Independence is encouraged, but staff adapt tasks to meet each child's needs so they can succeed. Children's achievements are celebrated with them through positive praise and stickers. They also enjoy a celebration at the end of each day.

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Next steps

Leaders should strengthen staff's support during transitions, to consistently promote their positive behaviour. Leaders should ensure appropriate strategies are used consistently throughout the day to support children's understanding, independence and engagement.

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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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Address:

Primrose Lane Primary School Cunningham Road Yeovil BA21 5FH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Steer Sports and Education Limited

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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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