Premier Education WAC - Leybourne, St Peter and St Paul Church of England Primary Academy

St Paul Church of England Primary Academy

Unique reference number (URN): 2863806 Address: Leybourne C Of E Primary School, Rectory Lane North, Leybourne, West Malling, ME19 5HD Type: Childcare on non-domestic premises Registered with Ofsted: 07/10/2025 Registers: EYR, CCR, VCR Registered person: Premier Sportscoach Solutions 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

Leaders have embedded clear and consistent expectations for children's behaviour that align closely with those of the school. This continuity helps children move confidently between the school day and club and contributes to the positive and considerate behaviour evident across the provision.

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Behaviour, attitudes and establishing routines Strong standard

Staff model kindness and respect. Children respond positively, cooperating successfully and developing warm relationships with staff and each other. They share, take turns and resolve minor difficulties together. For example, younger children negotiate how to share resources fairly during their play. Staff consistently consider children's ages, stages of development and individual circumstances, when supporting their behaviour. This enables children with differing needs to participate successfully.

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Behaviour, attitudes and establishing routines Strong standard

Children settle quickly on arrival and confidently follow familiar routines. Staff understand that some children need a calm transition after school and adapt their approach accordingly. Leaders monitor attendance carefully. Unexpected absences are followed up and patterns of non-attendance are considered in partnership with the school, including from a safeguarding perspective where appropriate. These embedded arrangements ensure that staff know which children should be attending and contribute effectively to children's safety and wellbeing.

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Children's welfare and wellbeing Strong standard

Staff consistently provide responsive care that reflects children's individual needs. Their detailed knowledge of children enables them to recognise changes in behaviour or emotions and respond sensitively. Warm and secure relationships mean that children readily approach staff, share their experiences and seek their involvement in play. Children are comfortable and secure, including those who have only recently joined the school. Staff understand the effect that a demanding school day can have on individual children. They consistently provide opportunities for children to relax and regulate and talk sensitively with them about their feelings. This helps children manage their emotions and become ready to engage in the activities and experiences they enjoy.

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Children's welfare and wellbeing Strong standard

Children develop their understanding of healthy choices and personal safety through embedded everyday routines. They independently wash their hands before eating, make choices from varied and nutritious foods and manage familiar routines for themselves. Snack time is relaxed and sociable, with children enthusiastically sharing experiences from their day. Staff implement safer eating guidance consistently. They prepare food appropriately, understand children's dietary requirements and sit with children while they eat. Careful supervision as children move around the premises and access outdoor areas enables them to enjoy increasing independence safely.

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Inclusion Strong standard

Leaders have established an inclusive culture in which staff have a detailed understanding of children's individual needs. Information from families, the school and relevant plans is used effectively to identify barriers to children's participation and wellbeing. Regular communication ensures that staff remain alert to changes in children's circumstances and needs.

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Inclusion Strong standard

Staff make purposeful adaptations that enable children with different needs to participate successfully. Children with special educational needs and/or disabilities benefit from resources and experiences matched to their individual needs. For example, staff recognise when children need sensory experiences or quieter opportunities to regulate following the demands of the school day. They balance this sensitively with children's choices and opportunities to participate alongside their peers.

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Inclusion Strong standard

Leaders and staff systematically review how well adaptations reduce barriers to children's participation through ongoing communication with families, school staff and quality- assurance processes. This ensures that support remains responsive as children's needs change. Close partnership working provides continuity for children, who receive additional support during the school day. Consequently, children with differing needs are confident, comfortable and included in club life.

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Leadership and governance Strong standard

Leaders have an accurate understanding of the club's strengths and systematically evaluate the quality of provision through regular quality-assurance visits. Feedback leads to clear actions that the club implements and monitors. This helps leaders sustain consistently effective practice and identify where it can be refined further. Current priorities include refining how activities are adapted when larger and more varied groups attend and ensuring safeguarding knowledge remains up to date across the staff team.

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Leadership and governance Strong standard

Leaders make decisions with children's experiences and safety at their centre. Robust recruitment, checking and induction arrangements help to ensure that staff are suitable and prepared for their roles. Leaders monitor training and staff knowledge closely and provide further professional development where needed. Staff explain how training has strengthened their understanding of safeguarding and children's individual needs. The club leader provides effective day-to-day oversight. She knows the children and staff well and uses this knowledge, when organising the provision. Staff feel well supported and describe their workload as manageable. Leaders also respond sensitively, when personal circumstances affect staff.

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Leadership and governance Strong standard

Partnership working with the school and families is embedded. Effective information sharing about children's needs, attendance and welfare provides continuity between home, school and the club and enables staff to respond promptly, when children's circumstances change.

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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 relaxed and sociable experiences at this welcoming after-school club. They arrive confidently and settle quickly into familiar routines. Children can relax after a busy school day with quieter opportunities available, when they need them, alongside creative activities, physical play and games. Children confidently choose how they spend their time and sustain their interest in the experiences they select. These experiences support children to develop confidence, independence and positive social skills.

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

Children have warm and trusting relationships with staff, benefiting from their detailed understanding of individual needs and interests. Even younger children who are relatively new to the school are comfortable and secure in their care. Children are listened to attentively as they talk about their day, achievements, interests and families. Children laugh and chat with staff and readily invite them into their play. These warm interactions help children feel listened to and valued.

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

Children are consistently kind and considerate. They cooperate, share resources and negotiate with each other successfully. Children experience expectations that are familiar from the school day. This consistency helps children understand how to behave and treat others and contributes to the positive relationships evident throughout the club.

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

Children with special educational needs and/or disabilities are included. Children benefit from thoughtful adaptations that reflect how their individual needs affect their experiences after school. Sensory resources and calm activities help children regulate and participate in ways that are right for them. Children benefit from close communication between families and the school, which ensures that support remains responsive, when their needs change. Children develop increasing independence through everyday routines. Snack time is particularly sociable. Children make choices, try healthy foods and manage familiar routines for themselves while eating safely.

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Next steps

Leaders should continue to refine how activities are adapted for larger, varied groups so children's high levels of participation are sustained.

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About this inspection

The inspector spoke with staff, children and parents 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

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Address:

Leybourne C Of E Primary School Rectory Lane North, Leybourne West Malling ME19 5HD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Premier Sportscoach Solutions Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 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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4 to 10

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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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.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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