Premier Education WAC - Leigh Academy Horsmonden

Horsmonden

Unique reference number (URN): 2863735 Address: Horsmonden Primary Academy, Back Lane, Horsmonden, Tonbridge, TN12 8NJ 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 establish routines and positive expectations of children's behaviour, which are highly effective and ambitious for all children. These are embedded into staff practice. Staff consistently demonstrate respectful, kind and polite interactions with children. Children understand why these values are important and are very well behaved and generous to one another and staff. They show kindness and develop deep friendships within the club. Older children look out for younger ones and there is a calm and ordered atmosphere, even when children are involved in high-energy activities.

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Behaviour, attitudes and establishing routines Strong standard

Staff are calm and 'tuned in' to the needs of the children. They speak gently when they give instructions which maintains respectful conversations and discussions with children. Staff are actively absorbed in what children tell them and in developing their skills, such as when children learn archery, or when they draw rainbows. Staff use explicit praise to foster children's self-confidence when tackling new activities, such as swinging on the bars of the climbing frame. These highly impactful interactions help children remain focused and engaged, as well as helping them to develop new skills.

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Behaviour, attitudes and establishing routines Strong standard

Leaders help all children manage their feelings and emotions. They meticulously monitor the impact of their routines on children's energy levels and participation. They share information with teachers to understand how children have managed in school and any impact this may have on their wellbeing. This helps create a harmonious club where children's needs are accurately matched to an appropriate activity, preventing them from feeling overwhelmed or tired.

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Children's welfare and wellbeing Strong standard

Leaders' highly targeted and precise focus on children's wellbeing and welfare is embedded into staff practice. Leaders and staff establish a safe and extremely welcoming environment for all children alongside an open, honest and trusting culture. Children confidently share their worries and concerns with staff, as well as inviting them to join in with their play. Children flourish when they spend time with the empathetic and considerate staff, who have a comprehensive knowledge of all children. They use this knowledge to establish strong attachments to precisely support children's emotional wellbeing. For example, staff skilfully help children settle after a day at school, such as when they play a board game one-to-one, or provide time to talk about their day.

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Children's welfare and wellbeing Strong standard

Leaders rigorously monitor the impact of policies, staff practice and routines to ensure that all children receive high levels of care and support. Leaders use well-researched guidance to develop their provision for healthy eating and physical activity. Staff establish and embed healthy patterns of behaviour, consistent advice and routines to help children develop a healthy lifestyle, such as providing nutritious foods. Leaders and staff have embraced new guidelines regarding children eating safely and they diligently supervise mealtimes for young children. Mealtimes are happy, sociable occasions where children laugh and relax with one other.

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Inclusion Strong standard

From the moment children join the club, staff make them feel welcome and included. Leaders ensure there is highly detailed information shared between parents and staff so that all children, including those with special educational needs and/or disabilities, and those who face other barriers to their participation, receive the precise support they need. Staff ensure that all children receive optimum care and support when they skilfully plan appropriate activities and the environment to suit the needs of all children. This means that all children can join in at a level they feel comfortable. Staff's vigilant supervision and high- quality interactions are highly effective at bringing out the best in every child.

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Inclusion Strong standard

Staff use a variety of well-researched strategies to develop children's participation, confidence and skills. For example, they provide children with additional resources to help them communicate effectively. They spend time settling new children and developing their own understanding of their needs and personalities. They build on this when they engage with parents to build a full picture of children's lives and individual needs. This is creating a highly inclusive and supportive club for all children.

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Inclusion Strong standard

Leaders use any additional funding they may receive to effectively address any barriers to participation that children may face. For example, they work with parents to provide additional supervision for children if required. They work closely with the local authority and schools to ensure that parents and children receive the funding to which they are entitled.

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Leadership and governance Strong standard

Leaders have accurate and detailed knowledge of the club. They meticulously monitor and observe staff, and share feedback with them about their practice during regular meetings. They ensure all staff embrace professional development opportunities to strengthen and improve their practice. This raises professional standards and is embedded into the culture of the club. For example, staff and leaders regularly reflect on what they are doing to maintain and continuously improve their offer to children and families. This includes developing highly effective sharing of information with parents and teachers to support routines and accessibility for children with special educational needs and/or disabilities.

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Leadership and governance Strong standard

Leaders are thoughtful and supportive. They listen to staff and develop their confidence and ownership of their work. Staff are highly enthusiastic about their roles and their wellbeing is high. They make a deeply positive contribution to the expert running of the setting and make a significant difference to children's engagement, care and respect.

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Leadership and governance Strong standard

Leaders ensure that parents are aware of any funding to which they are entitled so that they can meet the needs of many families in their community. They work very closely with other professionals, such as teachers, to support continuity and ensure that all children are settled and happy within the club.

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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 develop self-confidence and delightful friendships in this welcoming and nurturing club. Staff go out of their way to ensure that every child has the best experience. Children know that activities and staff's expectations of them will be achievable and based on what they like to do and their abilities. For example, some children enjoy the challenge of archery, while others prefer to relax with drawing. This provides children with a smooth transition from school to the club and prevents children from feeling overwhelmed.

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

Children engage with staff, who form strong relationships with them. Staff understand the children's needs and can immediately offer the right support to children. All children, including those with special educational needs and/or disabilities and those who face other barriers to their learning, settle quickly and build friendships with one another. There is a harmonious, calm and joyful atmosphere across the club, which helps children feel valued and develops their sense of belonging. For instance, while children make 'hero masks', they talk about their lives, interests and day at school. Children remain highly focused and engaged in tasks, leading to greater enjoyment and satisfaction as they play.

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

Children thrive in the safe environment. They move from indoors to outside with staff, who accommodate their choice of play exceptionally well. Children can be themselves and their unique personalities are embraced by staff who enjoy their company. For example, children develop sports skills in precise ways, stretch their imaginations during creative activities or focus when playing board games. Children flourish and demonstrate their positive self- esteem, self-confidence and positive behaviour. Children benefit from the calm space and orderly routines which provide them with a friendly place to rest, prepare for school, or wind down after a long day in school.

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Next steps

Leaders should ensure continued improvement in the setting's successful work with all children to realise a transformational impact on all children's wellbeing and participation.

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About this inspection

The inspector spoke with leaders, 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 the provision that is registered on the Early years Register. The

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Address:

Horsmonden Primary Academy Back Lane, Horsmonden Tonbridge TN12 8NJ

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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 : 07:40 - 08:40,Monday,Tuesday,Wednesday,Thursday,Friday : 15:20 - 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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