Premier Education - Thurston site

Premier Education - Thurston site

Unique reference number (URN): 2808837 Address: Thurston C Of E Primary Academy, Pond Field Road, Thurston, Bury St. Edmunds, IP31 3FT Type: Childcare on non-domestic premises Registered with Ofsted: 18/10/2024 Registers: EYR, CCR, VCR Registered person: Paynter, Owen

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Safeguarding standards not met

Leaders have not ensured there is an open and positive culture around safeguarding that adequately protects children from harm. They have not ensured information about children is obtained before they start at the setting, such as information about other agencies involved with the children and families, and who holds parental responsibility. As a result, leaders and staff have insufficient knowledge and understanding of children's needs to enable them to provide the suitable support. This puts children at risk of harm.

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Safeguarding standards not met

Leaders ensure all staff undergo safeguarding training. Staff understand how to identify if children are at potential risk of harm and how to act on concerns. This includes who to contact should they have concerns about adults associated with the setting. Leaders follow robust recruitment procedures to ensure the suitability of staff to work with children.

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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 and staff establish a welcoming environment, where expectations for children's behaviour are effectively applied. Staff discuss with children their behavioural expectations of the setting and the importance of being kind to each other at the start of each session. This helps children to understand what is expected of them. Children demonstrate positive attitudes. For example, they tidy tables following mealtimes and help staff to tidy away equipment. Staff recognise children's positive behaviour and reward them for their positive attitudes and team efforts with certificates. This has a positive impact on children, and they noticeably beam with pride as their behaviour is celebrated as a group.

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Behaviour, attitudes and establishing routines Expected standard

Staff build positive relationships with children. Typically, they are responsive to children's needs, providing comfort and reassurance when required. Staff are positive role models. They speak calmly with children, when reminding them of their expectations. Older children show caring attitudes to younger children, helping them to access resources and understand the daily routine. Overall, staff interact well with children, encouraging turn-taking and cooperative play.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate their understanding of the routines. They transition through the day with relative ease. Children understand the importance of telling a member of staff when they need to access the toilets. This enables staff to ensure they are appropriately supported and supervised.

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Inclusion Expected standard

Leaders work collaboratively with the local authority to help families within the local area to access the provision. Leaders ensure the setting provides the flexibility for families who need before- and after-school care and holiday provision.

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Inclusion Expected standard

Leaders and staff promote an inclusive environment, where children of different ages and abilities play together and are supported to participate alongside one another. Staff typically know children well. They work collaboratively with parents and school staff to help them to understand children's individual needs. This helps them to plan opportunities that allow all children to get the most out of their time at the club.

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Inclusion Expected standard

Staff make suitable adaptations to their practice. This supports all children, including those with special educational needs and/or disabilities, to join in all aspects of the club. Overall, leaders and staff monitor how effective the provision is to meet the needs of all children. They recognise the benefit of further changes to the environment . They have plans to make changes to the organisation of some activities and resources. This will support children further to participate fully, but these are not yet fully established.

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Children's welfare and wellbeing Needs attention

Overall, staff know children well and build positive relationships with them to support their emotional wellbeing. They typically respond to children's individual needs, recognising when they may need additional support. For instance, recognising when children are on their own and supporting them to join group activities or introducing them to children of a similar age.

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Children's welfare and wellbeing Needs attention

Children are supported to develop an understanding of their personal safety, health and wellbeing as they are taught the importance of staying hydrated on hot days and using equipment safely. Hygiene procedures are not consistently reinforced, such as ensuring children wash their hands before eating and ensuring tables are cleaned ahead of mealtimes.

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Children's welfare and wellbeing Needs attention

Staff provide a wide range of physical play opportunities, both indoors and outdoors, including opportunity to develop new skills as they engage in new activities. Staff plan a range of craft activities in recognition of some children's preference for this type of play. Further consideration to the variety of craft resources available would allow children to have even greater choice. While staff are supporting children to recognise, express and manage their emotions, provision of quieter spaces for children not wanting to be in the louder, busier environments could be adapted to develop further a secure sense of emotional wellbeing.

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Leadership and governance Urgent improvement

Leaders fail to obtain and maintain records about some children attending the holiday provision. This does not ensure the safe and efficient management of the setting. Links with other professionals involved in supporting children's education and care are weak. Leaders and staff do not have sufficient information about the individual needs of children, who face barriers to their learning and/or wellbeing and those who are known or previously known to children's social care.

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Leadership and governance Urgent improvement

Parents speak positively about the staff at the club and comment on how much their children enjoy attending. They receive important information about their children, such as who their key person is.

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Leadership and governance Urgent improvement

Leaders reflect on the provision they offer for children and their families. This ongoing evaluation enables leaders and staff to continue to consider the individual needs of all children who attend, including those with special educational needs and/or disabilities. In addition, leaders maintain positive relationships and work closely with the school staff attached to the provision. This approach helps staff to adopt a positive and inclusive approach to their work.

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Leadership and governance Urgent improvement

Staff work well as a team and enjoy their roles. Leaders provide regular supervision for staff, offering an opportunity to discuss their workload, practice and share any policy updates. Leaders ensure staff regularly complete mandatory training to keep their knowledge and skills up to date. They observe staff practice and identify their strengths and skills. Although leaders provide training, they have yet to focus the professional development offered to staff towards areas that offer the greatest potential, such as improving their interactions with children in non-sporting activities.

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Compulsory Childcare Register requirements

This setting has not 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 not 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's safety is not effectively promoted because leaders fail to ensure all staff have sufficient knowledge to safeguard children. Leaders do not gather sufficient information about children, such as those known or previously known to children's social care, before they start. This results in staff not having the information they need about these children to be able to meet their needs effectively.

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

Children enjoy their time at the club and speak positively about the activities available. They build secure relationships with staff and chat freely with them about their day. Children are enthusiastic to join in the various sporting and craft activities. They welcome staff into their play and confidently share their ideas and interests with them. For example, children engage in conversation with staff about their favourite colours and their thoughts and ideas behind the face masks they create. Children enjoy taking part in activities to promote their problem- solving skills, such as overcoming challenges as they plan and test their ideas when constructing bridges from sticks. Children benefit from a wealth of opportunity to develop their physical skills as they engage in activities, such as archery and golf. Their social skills are promoted well while taking part in team games, such as football and tag. Staff take part

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

in these activities alongside children to further promote children's understanding of fair play.

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

Children get on well and make new friends. They understand the behavioural expectations of the setting. For instance, they know to line up and wait for staff, when transitioning between the indoor and outdoor areas. They know to stay within sight and sound of staff, indoors and outdoors. Children enjoy having responsibility during some routine tasks, such as self-serving snacks and meals. This helps children to gain a sense of belonging. Children respond well to the consistent praise they receive for being helpful, kind and having a go, which helps to promote their self-esteem

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure all staff are alert to any issues of concern in children's lives 07/08/2026

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Action Completion Date

ensure those with lead responsibilities for safeguarding liaise with the local safeguarding partnership to ensure local procedures are consistently followed 07/08/2026

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Action Completion Date

ensure there is a 2-way flow of information with other professionals working with children to ensure the needs of all children are met 07/08/2026

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Action Completion Date

record information for each child, including their full name, date of birth, address, information about parental responsibility, which parents the child normally lives with and emergency contact details for parents and carers 07/08/2026

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Action Completion Date

ensure health and hygiene practices promote the good health of children and are embedded into daily routines 07/08/2026

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About this inspection

The inspector spoke with leaders, staff, parents 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. Unique reference number (URN): 2808837

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Address:

Thurston C Of E Primary Academy Pond Field Road, Thurston Bury St. Edmunds IP31 3FT

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 18:00

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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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