Premier Education - Seymour Primary School

Premier Education - Seymour Primary School

Unique reference number (URN): 2822606 Address: Seymour Primary School, Seymour Road, Crawley, RH11 9ES Type: Childcare on non-domestic premises Registered with Ofsted: 09/12/2024 Registers: EYR, CCR, VCR Registered person: SB Sports Coaching 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

Staff maintain high expectations for children's behaviour, starting the day by outlining the setting's rules and boundaries. They take into account the children's ages, developmental stages and individual needs, adjusting their expectations to ensure that they are achievable for all. The daily timetable is shared with the children, along with explanations of the available activities. Recently, staff have begun offering two activity options for children to choose from. However, the majority of the day is still filled with structured and organised games. while some children benefit from tightly structured, adult-led activities, it limits the creative and imaginative opportunities for others to make independent choices and decisions in their play.

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Behaviour, attitudes and establishing routines Expected standard

Staff organise activities that promote collaboration and teamwork. For instance, children work together to build a castle to defend during a dodgeball game. They communicate effectively, irrespective of their ages, to reach their objectives. This not only develops their social skills, but also fosters teamwork. The staff are positive role models, encouraging kindness and commending the children for their accomplishments and good behaviour. Leaders actively promote attendance and engage with parents and carers to ensure that children arrive safely, enabling them to take full advantage of the experiences provided.

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Children's welfare and wellbeing Expected standard

Staff prioritise the support of children's welfare and wellbeing, sharing policies and procedures with parents to ensure they understand the setting's expectations and commitments clearly. Children are encouraged to remain active and engage in a range of physical activities, both indoors and outdoors. As a result, children benefit from fresh air and exercise and also foster healthy attitudes towards physical activity. Staff educate children on leading a healthy lifestyle, which includes applying sun cream and wearing hats during warm weather. They remind children to drink water for hydration and introduce them to a variety of healthy foods at lunchtime. To enhance their understanding of making healthy choices, staff organise cooking activities, where children can prepare smoothies and healthy snacks. During mealtimes, staff closely monitor children while they eat to keep them safe.

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Children's welfare and wellbeing Expected standard

Staff guide children to follow routines for handwashing before meals, which promotes self- care and hygiene habits. Although children have opportunities to develop personal skills, there are instances when they could be more independent. For example, at mealtimes, children wait to be served by staff, instead of engaging in the process themselves. Involvement in these activities could provide them with opportunities to take on roles and responsibilities, ultimately enhancing their confidence and self-esteem. Staff work to foster positive relationships with the children. These secure attachments support children with special educational needs and/or disabilities, those who are known to children's social care, and those facing challenges to their wellbeing, by providing them with a sense of belonging.

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Inclusion Expected standard

Staff gather information before children begin attending to ensure that they gain a comprehensive understanding of their individual needs and requirements. This approach ensures that disadvantaged children, those with special educational needs and/or disabilities (SEND), as well as those who may face barriers to their wellbeing, receive the appropriate support. Staff maintain close communication with parents and where possible, schools, to share effective strategies and adaptations that enhance children's inclusion. The staff hold high expectations for every child, taking into account their ages, stages of development, and individual needs when planning activities. Thoughtful adaptations are made to ensure that all children can participate and benefit from the experiences provided. This creates an inclusive environment that offers every child the opportunity to succeed.

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Inclusion Expected standard

Staff know the children well and build secure relationships with them. They have experience in supporting children with SEND and respond promptly to provide assistance, preventing incidents from escalating. For example, staff engage children in conversation and positively redirect their attention to help them regulate their emotions. Consequently, children are able to calm down quickly and rejoin play. These positive relationships enable children to express their feelings safely and learn to manage their emotions effectively. Leaders collaborate with the local authority and utilise initiatives, such as the holiday and activity (HAF) programme to create opportunities for children to attend the club.

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Leadership and governance Expected standard

Leaders possess a clear understanding of the strengths and areas for improvement within the setting. Through an ongoing cycle of reflection, they devise plans to enhance their practice and offer opportunities and experiences for children. For example, leaders plan to ask children to invite their friends to join the club, aiming to reach a wider audience in the community and provide more children with new experiences.

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Leadership and governance Expected standard

Effective systems are in place that offer staff continued opportunities for professional development. There is an emphasis on supporting staff wellbeing, with a dedicated contact available for staff to communicate with and seek assistance. Regular meetings allow staff to receive updates and training, alongside constructive feedback on their performance. Additionally, staff have opportunities to progress through the company and take on new roles. Overall, the management team and leadership structure provide multiple avenues for staff to seek help and advice, ensuring they feel fully supported in their roles.

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Leadership and governance Expected standard

Partnerships with parents are highly valued, and leaders take the time to engage with families and build secure relationships. They communicate effectively to meet the individual needs of each family. When necessary, staff collaborate with other professionals to ensure that children's needs are addressed, helping them to settle in and feel safe.

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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 receive a warm welcome when they arrive at the club and settle into activities on offer, such as playing with construction toys, slime, and drawing. The session begins with group time and an opportunity for children to view the timetable and meal options for the day. Children listen well and engage with staff to make their food choices. Children of all ages enthusiastically join in with a group game and follow instructions to copy actions. They concentrate well and are keen to win the game by getting the moves correct. Children have some opportunities to make choices and choose their activities. On this occasion, it includes

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About this setting

Unique reference number (URN): 2822606 designing a planet or playing a parachute game. Children who choose the parachute game take on roles of an astronaut or alien, and they laugh and giggle with delight as they try to save their friends from disappearing under the parachute. As a result, children play collaboratively and enjoy joining in with group games.

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About this setting

Children with special educational needs and/or disabilities and those who may face barriers to their wellbeing receive support to ensure they can successfully join in with activities. For instance, staff sensitively help children to regulate their emotions and support them to participate in group games. There are ample opportunities for children to be active and enjoy exercise. They enthusiastically engage in team games both inside and outdoors. Activities are tailored to meet the needs of all children and accommodate different ages. For example, softer balls are used for dodgeball. The children communicate effectively with staff, frequently asking questions and seeking guidance. For example, they raise their hand and ask a question to clarify that they have understood the rules of the game. During games, children clap and cheer, encouraging their friends to persist and keep going. This helps to motivate children and gives them a sense of belonging. Attendance is monitored to ensure

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About this setting

that children arrive safely and benefit from the activities and meals provided. Overall, children are happy and safe in the setting.

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Next steps

Leaders should continue to build on providing opportunities for children to make choices in their play to encourage independence, critical problem-solving, and decision-making skills.

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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:

Seymour Primary School Seymour Road Crawley RH11 9ES

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: SB Sports Coaching Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 16:00

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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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