Premier Education - Fawbert and Barnard Infants' School

School

Unique reference number (URN): 2816153 Address: Fawbert & Barnard Infants School, Knight Street, Sawbridgeworth, CM21 9AT Type: Childcare on non-domestic premises Registered with Ofsted: 17/10/2024 Registers: EYR, CCR, VCR Registered person: AE Sports Services 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

Leaders establish clear routines that help children settle quickly. They understand what is expected of them throughout the day. Staff build warm, respectful relationships with children. They use praise, encouragement and reminders to help children understand behavioural expectations and the reasons behind them. This helps children play cooperatively and show consideration for each other.

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Behaviour, attitudes and establishing routines Expected standard

Activities on offer are adult led, which means at times, children's choices are limited. Although staff make adaptations to meet individual needs, some children lose interest and engagement. Children would benefit from a wider range of activities that reflect their individual needs, interests and preferences, enabling them to remain engaged and make their own choices.

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Behaviour, attitudes and establishing routines Expected standard

Leaders implement effective procedures to monitor attendance and ensure that children are happy and safe. They recognise the importance of following up with parents when children unexpectedly miss already booked sessions. This contributes to promoting children's welfare.

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Children's welfare and wellbeing Expected standard

Leaders have established effective policies and procedures that promote children's welfare and wellbeing. Staff are responsive to children's individual needs and provide a warm, welcoming atmosphere where children develop positive relationships with adults. Staff recognise when children need time and space to regulate their emotions. A designated calm area is available for children to use when needed, this is effective to supporting children to manage their emotions and return to activities when they are ready. Children's safety is well considered, and staff promote good hygiene routines throughout the day. Staff give children clear information, explicitly teaching children why this is important. Healthy choices are encouraged. This supports children to develop an understanding of healthy lifestyles.

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Children's welfare and wellbeing Expected standard

Children benefit from positive interactions and a good rapport with staff. They participate in a range of adult-led activities including arts and crafts, karaoke, team games and quizzes. However, the outdoor space is not used as effectively as it could be to provide children with a wider range of experiences and opportunities to learn and develop.

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Inclusion Expected standard

Leaders ensure that inclusion is a clear priority across the setting. They identify children's needs effectively through early discussions with parents and carers. Parents mention that leaders and staff share knowledge and work with them to support their child. This means children benefit from consistency and well-managed routines.

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Inclusion Expected standard

Staff know children well, including their interests, motivations and individual needs. They use this knowledge to adapt activities and interactions. For example, they provide additional support for children who find transitions difficult and offer quiet spaces during busy periods when children may become overwhelmed. Staff recognise early signs of frustration and use agreed strategies to help children regulate their emotions and re-engage successfully in their play.

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Inclusion Expected standard

Leaders have developed effective partnerships with the host school. This helps them share information to support children with special educational needs and/or disabilities between the settings. Subsequently, children have continuity of support across settings.

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Leadership and governance Expected standard

Leaders have clear oversight of staff practice and children's individual needs. They work closely with the school to identify the best ways to support children with special educational needs and/or disabilities. Leaders review and reflect on the impact of the support provided and consider how well strategies are meeting children's needs. They demonstrate a commitment to continuous improvement and ensuring positive outcomes for all children.

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Leadership and governance Expected standard

Leaders and staff develop positive relationships with parents, sharing information and ideas to support smooth transitions for children. Parents speak positively about the club, commenting on the regular communication and the staff's commitment to meeting their children's needs.

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Leadership and governance Expected standard

Leaders prioritise staff wellbeing through regular supervision, ongoing discussions and providing positive feedback. They recognise the contribution staff make to children's experiences and the overall quality of the club. Staff report feeling valued and enjoy working in the setting. Staff keep their knowledge up to date through completing mandatory training, however, less focus is placed on helping staff to plan more effectively to meet all children's needs.

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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 are greeted warmly by friendly staff. Children feel safe, secure and valued at this holiday club. All children, including those with special educational needs and/or disabilities and those who are new to the setting, develop a strong sense of belonging. Staff build trusting relationships and know children well. As a result, children confidently approach adults when they need comfort, reassurance or support. Children follow predictable routines, such as where to store their belongings, and know to wash their hands before meals. These routines help children feel secure, build independence and understand what is expected of them. Subsequently, children participate in activities and transition confidently throughout the day.

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

Children benefit from a wide range of activities including drawing challenges, singing, quizzes and parachute games. This gives them a chance to share ideas, play with friends and learn new skills. However, at times, some children become less engaged in the activities on offer. Although staff adapt activities, this often happens when children lose interest rather than by design.

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

Children's individual emotional needs are thoughtfully considered and acted upon. Children explain how they feel and what support they need. For example, children can access a quiet space when they need time away from the busier activities. This helps them regulate their emotions and return to activities when they feel ready.

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

Children sit together with staff and friends for meal and snack times, this provides an excellent opportunity for children to share experiences, express ideas and practise social skills. Staff are excellent role models, reinforcing manners and encouraging children to look after their environment.

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

Children generally behave well and respond to support from staff. Overall, children enjoy their time at the setting and continue to develop the skills they need for their next stage of learning.

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Next steps

Leaders should ensure that staff training is tailored to the specific needs of the children who attend the setting. This will strengthen staff knowledge and understanding, enabling them to provide more effective support and ensure individual children's need are met. Leaders should review the programme and range of activities to ensure children remain consistently engaged and that opportunities are provided to build on their individual strengths, interests and abilities.

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About this inspection

The inspector spoke with leaders and practitioners 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:

Fawbert & Barnard Infants School Knight Street Sawbridgeworth CM21 9AT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: AE Sports Services Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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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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