Premier - Wyvern

Premier - Wyvern

Unique reference number (URN): 2793095 Address: Wyvern County First School, Aylesbury Street, Wolverton, MILTON KEYNES, MK12 5HU Type: Childcare on non-domestic premises Registered with Ofsted: 14/06/2024 Registers: EYR, CCR, VCR Registered person: Shirley Sports Limited

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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

Children quickly learn and follow clear routines for registration, snack, handwashing, outdoor play and tidying away. Staff explain what will happen next and reinforce safety, kindness and listening at the start of each session. These consistent routines help new children settle immediately, understand boundaries and feel secure. Children respond promptly to calm reminders and increasingly manage their behaviour and feelings independently.

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Behaviour, attitudes and establishing routines Strong standard

Children form warm, trusting relationships with staff and treat one another with respect. They listen attentively, wait patiently, take turns and collaborate purposefully during play and planned activities. Older children help new children find resources and understand routines. Staff acknowledge kindness, effort and positive choices through praise and a rewards app shared with parents. They know children's individual needs and circumstances and adjust their responses so that children can regulate their emotions, participate fully and sustain positive interactions.

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Behaviour, attitudes and establishing routines Strong standard

Children show enthusiasm for attending and confidently describe what they enjoy. They select activities, contribute their ideas and willingly try unfamiliar experiences. Parents receive regular information about children's participation, choices and behaviour through handovers and the parent app. Staff check unexplained absences promptly with families and the school, enabling leaders to identify barriers to attendance. Leaders may offer a free place when cost or family circumstances might otherwise prevent a child from attending.

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Leadership and governance Strong standard

Children benefit from leaders who know the provision and understand what makes it successful. During regular visits, leaders talk and actively play with children, giving them first-hand insight into children's experiences and their relationships with staff. Leaders combine these observations with feedback from families, staff and the school to review practice and respond promptly when needs arise. The provision respects the school's educational aims while ensuring children have a relaxed, enjoyable and fun end to their day, with time to choose activities, play outdoors and take part in enrichment opportunities. This informed oversight supports a stable staff team.

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Leadership and governance Strong standard

Staff complete training before working with children, followed by ongoing early years development. Support for staff remains readily available, and leaders consider workload when organising the provision. As a result, children spend time with adults who feel supported, know them well and respond sensitively to their needs.

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Leadership and governance Strong standard

Close communication with families and the school helps children receive joined-up support, when special educational needs and/or disabilities or family circumstances create barriers. Conversation and the parent app keep families informed. Leaders use their knowledge of the local area, including the limited green spaces available, to develop enrichment opportunities, such as baking, pottery, science and environmental activities. These experiences broaden children's interests and opportunities beyond the school day.

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Children's welfare and wellbeing Expected standard

Children typically feel welcomed and secure from their first session. Staff gather information from families and the school about each child's needs, preferences and circumstances, then use this knowledge to shape their care. Calm, responsive interactions help children build trusting relationships, express how they feel and seek support. Children who become upset, unwell or overwhelmed generally receive sensitive reassurance to help them to manage their emotions.

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Children's welfare and wellbeing Expected standard

Children develop an understanding of personal safety, hygiene and healthy living through daily routines. Staff discuss safety at the start of sessions, explain boundaries and remind children to tell an adult before leaving the room. Children wash their hands before eating, spend time outdoors and take part in physical play. Staff explain the purpose of these routines and closely supervise children.

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Children's welfare and wellbeing Expected standard

Children enjoy eating in a calm, sociable environment, where staff model polite conversation and reinforce table manners. They choose from nutritious snacks, prepare simple foods and clear away independently. Staff follow safer eating guidance and consider allergies, sensory needs and individual food preferences. Suitable alternatives allow children with dietary needs to eat alongside their peers without feeling singled out. These care routines typically support children's independence, physical health and emotional wellbeing.

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Inclusion Expected standard

Children's individual needs and potential barriers to accessing the provision are considered when they enrol. Staff gather information from families and the school, then use observations, handovers and their knowledge of each child to identify changes. Children benefit from staff who typically identify needs, adapt the provision, observe the impact and seek further advice where necessary. Staff work with families, education professionals and external agencies to shape children's support and experiences.

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Inclusion Expected standard

Children with special educational needs and/or barriers to learning are generally supported by working closely with families and the school, considering home circumstances and monitoring wellbeing. Children can choose activities, use quiet spaces to support co- regulation and access adapted resources and suitable food choices. For example, taking account of children's sensory needs and individual preferences so that they can participate fully and eat alongside their peers. Staff support children's dietary needs sensitively, ensuring that they can enjoy suitable food without feeling singled out. Leaders continue to develop an enrichment programme to give children access to experiences they may not otherwise have, such as green spaces. However, staff do not always tailor these activities precisely enough to each child's circumstances. For example, they may offer the same activity to all children without adapting it to a child's individual needs, prior experiences or

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Inclusion Expected standard

stage of development. Currently, no early years children at the setting receive additional funding or are known to children's social care. However, leaders know how to access funding and provide appropriate support if needed.

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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 enjoy attending this welcoming setting and settle in quickly from their first day. They form warm, trusting relationships with staff and confidently share their interests and feelings.

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Inspector:

Children experience care that reflects their individual routines, interests, dietary requirements and personal circumstances. They know where to find reassurance and can step into a calmer area, when they need help to settle their feelings.

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Inspector:

Children benefit from a predictable structure that mirrors familiar aspects of the school day and helps them feel secure. Staff prepare them for transitions by sharing what will happen next and making expectations clear. Children confidently navigate the session, support newcomers in finding resources, and include one another in activities, strengthening their sense of belonging.

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Inspector:

Children choose activities, contribute ideas and confidently try unfamiliar experiences. They enjoy outdoor play, baking, creative activities and other enrichment opportunities that broaden their interests beyond the school day. The provision respects the school's educational aims while giving children a relaxed and enjoyable end to their day. Children develop independence by preparing snacks, clearing away and following hygiene routines. Staff supervise eating carefully and provide suitable alternatives for allergies, sensory needs and preferences so that children can eat alongside their peers.

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Inspector:

Children receive joined-up support when additional needs or family circumstances create barriers. They can access adapted resources that enable them to enjoy the provision and participate alongside their peers. Parents receive regular updates through handovers and the parent app, while unexplained absences are followed up promptly. Leaders visit regularly, talk and actively play with children and use what they learn to refine the provision. Children benefit from spending time with trained, supported staff, who know them well and respond sensitively to their needs.

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Next steps

Leaders should support staff in tailoring enrichment experiences more precisely to children's individual needs, prior experiences and stages of development, so all children benefit fully from the programme.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, assistants and the designated safeguarding leads 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. Fiona Procter

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Address:

Wyvern County First School, Aylesbury Street Wolverton MILTON KEYNES MK12 5HU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Shirley Sports Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 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. 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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