Premier Education Camp at Darley Dene Primary School

School

Unique reference number (URN): 2783842 Address: Darley Dene Primary School, Garfield Road, Addlestone, Surrey, KT15 2NP Type: Childcare on non-domestic premises Registered with Ofsted: 19/03/2024 Registers: EYR, CCR, VCR Registered person: Physical Development 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 Strong standard

Behaviour is exemplary. There is a harmonious atmosphere of mutual respect, calm and celebration. Staff explain rules clearly and support those with barriers to development by demonstrating and repeating instructions. This is particularly effective for children who are still developing their listening and attention skills. For example, when explaining the safety rules for dodgeball, staff demonstrate what is expected. Children watch avidly and follow the instructions well when participating. Staff give children with special educational needs and/or disabilities (SEND) additional concise messages to help them understand expectations. They demonstrate excellent emotional regulation and develop valuable life skills. As a result, transitions between activities and routines are seamless and well managed. For instance, children quickly tidy away at the end of activities and take responsibility for resources.

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Behaviour, attitudes and establishing routines Strong standard

Children respond well and beam with delight when given specific praise. They remain engaged for extended periods. When children with emotional needs are 'out' during team games, such as getting caught in dodgeball, they wait patiently to rejoin the game. This helps them understand and follow the rules of games well and makes them more determined.

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Behaviour, attitudes and establishing routines Strong standard

Staff value children's work and ideas, giving them time to plan, experiment and rethink when things do not initially work out. This enables children to take ownership to persevere as they explore their ideas. Leaders work closely with parents and carers to promote regular attendance. Any changes to collection arrangements are promptly followed up to help keep children safe.

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Children's welfare and wellbeing Strong standard

Leaders gather information from parents and carers, and school staff to develop a thorough understanding of children's medical needs and allergies. Children know that peanuts are not permitted at the club because of potential nut allergies. They enjoy healthy meals and understand that fruit contains natural sugars which, if eaten in excess, can contribute to tooth decay. Staff follow safer eating guidance, sitting with younger children and reminding them to remain seated to reduce the risk of choking. In addition, as children build their muscle strength, staff talk to children about the names of the muscles they are using, such as 'biceps' and 'triceps'. This has a very positive impact on children's determination to try even harder.

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Children's welfare and wellbeing Strong standard

Children, including those with barriers to their development thoroughly enjoy being outdoors in the fresh air with friends and staff. They invent their own games and eagerly participate in sports they have not experienced before. For instance, they show awe and wonder when they experience the glow-in-the-dark dodgeball resources. Children take responsibility for their own personal hygiene, washing their hands thoroughly before eating and after using the toilet. Staff provide regular rest breaks from physical activity, giving those children who need it, time to reflect and recharge.

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Children's welfare and wellbeing Strong standard

Children readily approach staff when they need help or support. Relationships are nurturing and responsive. Staff consistently listen attentively to children's views and swiftly make adaptations to meet the needs of children with barriers. For example, regulation areas enable children to choose activities that help manage their emotions. Their key person remains nearby, sharing ideas and discussing topics of interest, which further strengthens these relationships.

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Inclusion Strong standard

Senior leaders and staff establish a highly ambitious and inclusive culture. They swiftly identify children's individual needs through close partnerships with parents and carers, school staff and external professionals. Some staff have considerable expertise in supporting children with special educational needs and/or disabilities to access all activities. They accurately identify barriers and develop a secure understanding of children's strengths, interests and needs. Their extensive experience enables them to secure the right support from the outset. Staff make effective adaptations to routines, the environment, communication and their deployment. For example, key persons recognise when children with SEND need time to regulate their emotions and recharge before re-engaging in activities. This enables every child to participate fully and thrive.

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Inclusion Strong standard

Leaders and staff work strategically to minimise barriers, enhance resources and improve outcomes for disadvantaged children. For example, they use additional funding to increase staffing levels and provide targeted, high-quality professional development. Leaders rigorously monitor children's wellbeing and engagement through ongoing observations and regular reviews with parents. They evaluate and refine support to maximise its impact on children who face barriers. This successfully enables all children to develop their independence, access the exciting opportunities available and make the most of club life.

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Leadership and governance Strong standard

Senior leaders demonstrate a comprehensive and accurate oversight of the strengths and areas for development. They readily invest in staff's continual professional development, which is a notable strength. Staff highly value the opportunities provided through personalised coaching and mentoring programmes. The whole team show considerable ambition to progress their careers and deepen their knowledge and skills. This is evident in practice, as they provide skilful, high-quality interactions with children, including those who face barriers to development. Leaders and staff demonstrate well-developed expertise in their chosen field, contributing to highly positive outcomes for children. Senior leaders tailor staff safeguarding training to risks in the local area, helping staff remain vigilant to potential concerns to children. Staff overwhelmingly say they can readily approach senior leaders for guidance and support. Leaders manage workloads effectively and take staff's work-life

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Leadership and governance Strong standard

Leaders work tirelessly to develop close partnerships with parents and carers, school staff and other professionals. Through these relationships, they quickly understand the needs of children with special educational needs and/or disabilities and those from disadvantaged backgrounds. Additional funding is strategically used to considerably improve outcomes for these children. For instance, they purchase innovative resources that enrich experiences, such as glow-in-the-dark equipment for dodgeball, which children thoroughly enjoy.

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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 extremely happy and excited to attend this inclusive and harmonious club. They begin each session by recalling rules and boundaries to stay safe before eagerly joining fun games to get to know each other and the club staff. Children of different ages, including those with special educational needs and/or disabilities (SEND) and those from disadvantaged backgrounds impressively encourage one another during team games, such as working together in pairs as they travel through hoops. Older children are particularly supportive of younger children, they offer guidance as they develop new skills. This helps younger ones persevere and build confidence. Children develop independence, friendships and a true sense of belonging. They feel valued and make choices about how they spend their time and pursue existing interests while discovering new ones.

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

Children's impressive behaviour and resilience are clearly evident. They recognise their abilities, practise and perfect new skills, particularly when tasks become challenging. Children demonstrate they feel safe and secure. All children flourish because their individual needs are thoroughly considered. This enables everyone to access the full range of enriching activities through thoughtful adaptations and tailored support. They form warm and trusting relationships with staff, who listen with immense interest, respond readily to their ideas and celebrate their achievements. Children who require time to relax and recharge before joining a group activity can use calm areas to complete puzzles or create models with construction toys. This supports their emotional wellbeing and helps them return to activities when they are ready.

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

Children master new techniques for physical activity and expand their vocabulary, such as using the terms 'overarm' and 'underarm' when throwing balls. They recognise how these techniques affect the direction and control of their throws. Children with SEND develop social understanding as they wait respectfully when other children use equipment they want to access. They proudly demonstrate what they can do, knowing their efforts are valued. Children laugh and share enjoyment with friends and staff as they attempt more complicated

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Address:

Darley Dene Primary School Garfield Road Addlestone Surrey KT15 2NP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Physical Development Ltd

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Address:

Register(s): EYR, CCR, VCR tasks, such as turning upside down on large apparatus. Any changes to attendance are promptly followed up to ensure children arrive safely.

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Next steps

Leaders should continue to develop staff knowledge to gain an even more detailed understanding of how to support children with a range of special educational needs and/or disabilities, so that practice is transformational in enabling children to thrive and achieve their full potential.

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About this inspection

The inspector spoke with the directors, 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. Operating hours: Monday,Tuesday,Wednesday,Thursday : 09:00 - 15:00

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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