Premier Education - Downfield

Premier Education - Downfield

Unique reference number (URN): 2808367 Address: Downfield School, Downfield Road, Cheshunt, Waltham Cross, EN8 8SS 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 have generally established clear expectations for behaviour and routines and review these as part of the day-to-day management of the setting. Staff use the daily 'fun agreement' to help children understand how to behave safely and respectfully. Children enthusiastically raise their hands when staff check their understanding of expectations. They understand that these include listening to others, showing respect and asking an adult before leaving the room. Children respond well to familiar signals and generally follow instructions, while positive relationships with staff help children feel secure and support positive behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Activities, such as flag tag and dodgeball, give children opportunities to follow rules, take turns, cooperate and get along with others. Staff encourage children to join activities, but do not always follow this through with approaches that help children with special educational needs and/or disabilities overcome barriers to participation. As a result, some children do not engage as fully as they could.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote regular attendance through flexible booking arrangements, and children are keen to return. At lunchtime, younger children generally settle well and follow the routine. However, adults supporting them do not always know them well enough to draw on established relationships and knowledge of their individual experiences. This limits continuity and individualised care.

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Children's welfare and wellbeing Expected standard

Care practices generally meet children's individual needs, with staff responding appropriately to medical and care needs and providing appropriate opportunities for physical wellbeing. Children enjoy running and games on the large school field. They explore, move and climb on the tyre area, giving them opportunities to be physically active and enjoy the outdoor space. Children speak positively about activities, such as 'Water Wednesday', and say they particularly enjoy the water activities. Parents and carers also speak positively about the activities provided. Staff actively encourage children to rehydrate throughout the sessions, supporting their physical wellbeing.

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Children's welfare and wellbeing Expected standard

Leaders organise mealtimes appropriately, with an adult supervising each table and encouraging children to eat and drink. Leaders provide younger children with designated mealtime arrangements that take account of their care needs. However, staff deployment does not always prioritise continuity with familiar adults for the youngest children.

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Children's welfare and wellbeing Expected standard

Staff encourage children to take appropriate risks within activities and reinforce safe ways to participate. Children understand how to take part safely and are supported to make appropriate choices during activities. Children vote at the end of sessions for activities they have enjoyed, and leaders use this feedback when planning future sessions. This helps children contribute to the experiences offered at the setting.

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Inclusion Expected standard

Leaders have generally created an inclusive environment. Staff use information from parents and carers, schools and registration records, alongside their knowledge of children, to identify individual needs and help children feel comfortable and participate. Leaders have introduced adaptations to reduce barriers to participation and wellbeing, including appropriate grouping, quieter spaces and a sensory tent with 'fidget toys'. Children use these when they need time to regulate before returning to activities.

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Inclusion Expected standard

Leaders maintain links with parents and the host school to understand children's needs, while staff receive training and support to meet individual requirements. Staff usually use this knowledge to encourage children to participate, and adapt activities to help them take part. However, leaders do not yet ensure that all staff use these approaches consistently. Some children who find it difficult to join activities remain on the edge of the group for longer periods. Staff recognise this and offer encouragement but do not always draw on children's interests or individual strengths to help them become more involved. Leaders review support and make changes in response to what they see and hear, although they do not yet consistently check the impact of these changes for individual children.

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Leadership and governance Expected standard

Leaders' decisions support the day-to-day running of the setting and respond to children's changing needs. As attendance has increased, leaders have reviewed children's groupings and lunchtime arrangements to manage the increased numbers. They have also introduced a sensory space to support children's wellbeing. Leaders generally identify priorities for development and use feedback to shape their practice.

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Leadership and governance Expected standard

Deployment does not always make the best use of staff. The leader provides sustained one- to-one support to a child, which reduces the capacity to oversee the wider setting and staff deployment. Some early years children receive care from adults who know them less well, as deployment does not always take account of children's familiarity with the adults supporting them.

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Leadership and governance Expected standard

Leaders understand their duties and responsibilities, and draw on wider organisational support and quality assurance arrangements. They provide staff with inductions, regular communication, mentoring and ongoing professional development opportunities. Leaders also respond to identified training needs, including allergies and medication. Staff morale is high. They are enthusiastic about their roles and feel supported. Leaders use staff time to support professional learning alongside their day-to-day responsibilities.

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Leadership and governance Expected standard

Leaders maintain positive relationships with parents and carers, and communicate about individual children. Parents speak positively about the setting and say their children enjoy attending.

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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 generally enjoy coming to the setting and form positive relationships with staff and their peers. They talk enthusiastically about activities they enjoy, including board games, card games, active play and 'Water Wednesday'. Parents and carers say their children are happy to attend and keen to return. Children take part in a range of physical and social activities, such as flag tag, dodgeball and games in the outdoor 'tyre area'. They run, climb, cooperate and develop confidence. Children talk positively about the friendships they make

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Inspector:

Rachel Wells at the setting. Those who are new to attending quickly develop friendships and become part of the wider group.

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Inspector:

Children understand the setting's expectations and usually respond well to familiar routines and signals. They listen to adults, take turns, and, on the whole, show respect towards others. Children know to ask an adult before leaving the room, helping them to stay safe. They confidently share their views during activities and contribute to end-of-session discussions about what they have enjoyed and would like to do again.

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Inspector:

Children feel comfortable and settled, including younger children and those who need additional support. Children can use quieter spaces when they need time to regulate, and staff generally make adjustments to support their participation. Most children take part enthusiastically in activities and enjoy spending time with their friends.

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Inspector:

Children experience a welcoming setting where staff value their individual needs, and parents contribute information. Flexible attendance arrangements help children return regularly and maintain relationships with staff and peers. Overall, children feel that they belong, enjoy their time at the setting and develop positive relationships with others.

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Next steps

Leaders should strengthen staff deployment to support effective oversight of the wider setting and meet individual children's needs. Leaders should strengthen continuity of care for younger children and embed the key- person system further. Leaders should help staff support children with barriers to their engagement or participation to be fully included.

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About this inspection

The inspector spoke with leaders, staff, special educational needs coordinators, children, parents and carers 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:

Downfield School Downfield Road, Cheshunt Waltham Cross EN8 8SS

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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