Premier WAC @ Harrington Jnrs

Premier WAC @ Harrington Jnrs

Unique reference number (URN): 2803983 Address: Harrington Junior School, Derby Road, Long Eaton, NOTTINGHAM, NG10 4BJ Type: Childcare on non-domestic premises Registered with Ofsted: 03/09/2024 Registers: EYR, CCR, VCR Registered person: Play Sports Limited

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm. They do not ensure that all staff and leaders understand the local procedures to follow to report concerns about children's safety and welfare.

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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

Typically, children follow embedded routines put in place by staff. For example, children know where their bags and coats belong. They know to line up and wait their turn to request their preference for tea. Generally, leaders and staff set high expectations for behaviour. Staff calmly reinforce rules using age- and stage-appropriate language to support children to follow before they access the provision.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff get to know the children well through observations and playing alongside them. Children develop confidence in a short period of time attending, where they independently access the activities the club has to offer. Staff plan their provision linked to children's interests, where they sustain attention well. Children develop positive relationships. They also work well as a team, tidying resources and toys to where they belong. They play games such as building the tallest tower and completing a jigsaw. When children need support sharing, staff calmly talk to children about how to solve the problem. Children develop positive social skills.

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Behaviour, attitudes and establishing routines Expected standard

Staff encourage children to try again or to extend their play, such as building a tower again and making it even taller. Children enthusiastically join in. This helps develop resilience and a positive attitude to learning. Leaders and staff promote positive attendance and punctuality to ensure children are safe. They follow up any unexplained absences promptly.

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Children's welfare and wellbeing Needs attention

Due to the weakness in leaders' and staff's knowledge of safeguarding procedures, this compromises the safety of children to be proactively supported in a time of need.

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Children's welfare and wellbeing Needs attention

Typically, leaders and staff promote positive healthy habits. Children regularly access the outdoors, where they enjoy moving in different ways, such as playing games and football. Generally, children develop their understanding of healthy eating. They learn about different foods they eat and enjoy talking with staff about the meals they have had at school that day. Additionally, during mealtimes, staff encourage positive social skills. Children talk about their school day and their favourite toys. Generally, staff model good manners that children copy. They develop their personal needs well. Children know to wash their hands after toileting. Staff offer support for those younger children when toileting if needed. Children also develop their independence skills.

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Children's welfare and wellbeing Needs attention

Children have recently transitioned into the host school or changed classes. Staff support children during this time of change, talking about their teachers and how they are feeling. Children build their confidence overtime. Staff also support children's emotional understanding. They name emotions in the moment and use strategies to support them to

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Urgent improvement

feel calm. For example, staff use distraction techniques, such as offering snack earlier or asking them their preference for toys or resources to play with.

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Inclusion Needs attention

Leaders and staff do not work closely in partnership with parents and the host school to gather further information about children's backgrounds and needs, particularly for those children known to social care. This does not support meeting the needs of all children. Staff do not have the knowledge or confidence to talk about or support children further in times of change for those known to social care.

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Inclusion Needs attention

Typically, leaders and staff support children when they first attend the club, through putting in place their interests and identifying any children with special educational needs and/or disabilities (SEND) to make adaptations when needed. They know to work with the host school and any outside agencies to put in place support for those children with SEND. Staff also ensure they have up-to-date medical equipment and make changes to their menu, if necessary, to support those children with allergies or intolerances.

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Inclusion Needs attention

Generally, leaders and staff reduce barriers to children's wellbeing by offering flexible settling-in sessions to allow children to become familiar with the club's staff, routines and surroundings. Staff adapt drop offs to support some children to settle in the morning, regularly offering comfort and reassurance when transitioning into the club.

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Leadership and governance Urgent improvement

Although leaders and staff have completed all mandatory training, this has been ineffective in supporting their knowledge of how to follow correct procedures to keep children safe. As a result, children's safety is compromised. Leaders and staff also do not know to work closely with parents, carers and the host school to gather further information to put in place support, if needed, specifically for children known to social care. This does not help meet the children's needs.

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Leadership and governance Urgent improvement

Leaders put in place a cycle of continuous professional development, where managers share their knowledge to staff to implement changes. They regularly observe the club to give staff feedback on their strengths and areas of improvement. Staff have recently been improving their interactions with the children to develop positive social skills. They comment positively how well supported they feel, especially for those returning to work. Leaders make adaptations and provide regular check ins to ensure staff feel comfortable and confident, when coming back to work after a period of time off. Staff state that leaders support their wellbeing positively through open communication and signpost other support within the company when needed. Parents praise the care provided by staff for their children at the club. They state how settled children are in the short period of time attending. The club shares updates on children's day

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Compulsory Childcare Register requirements

This setting has not 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 not 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

Not all leaders and staff know the correct procedures to follow when reporting a concern about children's welfare and wellbeing. This compromises the children's safety. They also lack knowledge and understanding to collaborate with parents and the host school to particularly support those children known to social care. This means not all children's needs are being met.

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

Children build positive relationships with staff, where they feel comfortable and confident to access the readily available resources and toys. Those children who struggle transitioning from the host school to the club are attentively supported by staff through talking through their emotions. Children are also supported into the club, as staff making adaptations at drop off and follow their interests. They have a real sense of belonging. For example, children enjoy sharing their home language when saying hello during registration. Leaders and staff have appropriate policies and procedures in place to promote attendance and punctuality. They follow up any unexplained absences in a timely manner.

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

Children enjoy sharing their interests to staff, which are then carefully planned into future activities at the club. For example, children talk to staff about their passion for football, where later staff support children to practise their ball skills in the outdoor area. They have many opportunities to play games together to build on their social skills and understanding of rules, such as dodge ball and building together. Older children show kindness guiding and supporting younger children in activities. They learn to share, supported by staff calmly talking through problems when conflicts arise. Children enjoy drawing, building and role playing with small-world toys. This supports their creative and imaginative skills. While colouring a healthy eating plate, children talk about the different types of foods and colours to use. They enjoy taking their creations home to share their achievements with family.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare Register and Ofsted intends to take enforcement action.

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Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date:

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Action Completion Date

ensure leaders and staff know the correct procedures to follow when concerned about children's welfare and wellbeing 11/09/2026

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Action Completion Date

ensure leaders and staff work closely in partnership with parents and the host school to ensure children's needs are effectively met 11/09/2026

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About this inspection

The inspector spoke with leaders, staff and children during the inspection.

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Address:

Harrington Junior School, Derby Road Long Eaton NOTTINGHAM NG10 4BJ

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Address:

Type: Childcare on non-domestic premises

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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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Age range of children at the time of 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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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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