Premier @ Briar Hill

Premier @ Briar Hill

Unique reference number (URN): 2809328 Address: Briar Hill Primary School, Thorn Hill, Northampton, NN4 8SW Type: Childcare on non-domestic premises Registered with Ofsted: 13/09/2024 Registers: EYR, CCR, VCR Registered person: EA Coaching 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 and staff have created a welcoming environment, where children settle quickly into the club routine. Consistent daily practices help children understand what to expect when they arrive, therefore, children feel confident and ready to participate. Staff use a visual timetable effectively so that all children understand the plan of the session from the outset.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children behave well. Staff establish clear boundaries and reinforce the club's rules through visual cues and gentle reminders. Staff interact and respond warmly. Children of all ages actively seek out staff to ask for help or to share their achievements, demonstrating trusting relationships. Leaders monitor attendance carefully and work closely with the school to ensure children benefit from the provision.

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Behaviour, attitudes and establishing routines Expected standard

Parents comment positively about staff and value the time they have taken to get to know their children. Parents say their children do not want to leave and recognise the positive impact this is having, reassuring them that they feel happy and settled.

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Behaviour, attitudes and establishing routines Expected standard

Older children willingly support younger children during transitions. For example, they hold younger children's hands when returning from outdoor play and help them collect their belongings before going home. Staff encourage children to take turns and work collaboratively when building with LEGO. As a result, children are polite and considerate of others, which offers a sense of positive relationships across all age groups.

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Children's welfare and wellbeing Expected standard

Staff consistently promote healthy lifestyles and good hygiene routines that children know and follow. Children actively make decisions and develop their independence. They follow routine hygiene practices, are provided with healthy snack options to choose from and can access drinks throughout the session. Staff offer opportunities for children to be physically active. However, they do not always adapt sporting activities, for example, during a game of football, to meet the needs of different ages and stages of development so all children can be involved.

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Children's welfare and wellbeing Expected standard

Staff show care, kindness and respect in their interactions with children. They engage in meaningful discussions about the children's school day. This allows children to feel valued and listened to. Key-person systems are effective, particularly for younger children and those with special educational needs and/or disabilities. Staff have taken the time to get to know each individual child, considering their likes, interests and needs. This supports children to feel safe and settled at the club.

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Children's welfare and wellbeing Expected standard

Leaders and staff actively support children to recognise and manage their emotions following a day at school. Upon arrival at the club, children are encouraged to discuss how they are feeling. Staff use this opportunity as a tool to support children to manage their own emotions. For example, children express themselves and recognise when they need some time alone. They take themselves to the calming tent to help them regulate. Staff respond promptly and sensitively to varying needs. In turn, this helps to create a calm and safe environment for children to express themselves.

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Inclusion Expected standard

Leaders and staff promote an inclusive environment, where all children are welcomed and supported appropriately. Before children join the club, staff work closely with parents to gather information about their likes, dislikes, routines, development needs and any special educational needs and/or disabilities. Staff use this information to plan appropriate support in the environment. For example, fidget boards are offered to children at mealtimes as sensory support to help children to participate in routines. This allows children to feel safe, secure and able to access a range of activities available to them.

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Inclusion Expected standard

Staff communicate regularly with teachers at the school to share relevant information about children's wellbeing, development and any emerging needs. They discuss strategies used successfully in school, and where appropriate, apply these within the club, helping children experience continuity of care and support.

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Inclusion Expected standard

Leaders ensure every child has a key person, who develops a secure understanding of their individual needs and provides consistent support. Staff spend time getting to know children through ongoing assessments and conversations with them. Staff use their knowledge of children to plan activities that reflect individual needs. For example, staff provide resources of interest to children who become overwhelmed in a busy environment. Individual targeted adaptations help children develop positive relationships and engage confidently in the experiences available.

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Leadership and governance Expected standard

Staff are generally well supported through regular meetings with leaders to reflect on practice. Professional development opportunities are offered for statutory training, such as first aid, safeguarding and food hygiene. However, training is not yet precisely targeted to enable staff to fully develop their practice, knowledge and skills to provide the best outcomes for children.

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Leadership and governance Expected standard

Leaders typically understand the club's strengths and identify areas for further development. They hold regular meetings with staff, who are involved in discussions to improve the provision. For example, they have recently reflected on the routine of the day and the time it takes for children to receive snacks. Leaders supported staff to make changes that have had a positive impact on creating smooth transitions in the routine. Leaders have a clear vision and aim to provide children with a safe environment that is enjoyable to attend and promotes children's welfare, behaviour and safety appropriately. Leaders offer parents the opportunity to make suggestions through questionnaires and value their feedback, implementing suggestions where possible.

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Leadership and governance Expected standard

Leaders build effective, collaborative relationships with parents and other professionals. Parents speak highly of the staff and feel confident that their children are safe and happy as they enjoy their time at the club. They value the regular communication they receive, particularly at the end of the session about their children's day and any information from school. Partnerships with other professionals are purposeful and effective. As a result, all children, including those with special educational needs and/or disabilities, benefit from continuous support across the setting.

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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 arrive at a calm and well-organised club at the end of the school day and are welcomed by familiar, caring staff, who know them well. Staff provide activities that reflect children's interests and support their wellbeing. Children enjoy accessing construction

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Inspector:

blocks, LEGO, sensory toys and a variety of creative art resources. They also benefit from regular opportunities for outdoor play to support their physical development and maintain a healthy lifestyle.

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Inspector:

Children move confidently around the club and independently chose from the activities available. In addition, they are encouraged to make their own decisions. For example, snack is optional and they can choose if they stay inside to play or go outside. Children know what is expected of them when they arrive. This means children feel settled in the club and have a sense of belonging. They independently place their belongings in the designated area and join staff to discuss the plan for the session. Children help to create the club rules and, therefore, understand and follow them well.

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Inspector:

Children develop positive relationships with staff. They actively seek staff out to ask for help, share achievements and talk about their day. Staff listen carefully and respond with interest, helping children feel valued, respected and listened to.

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Inspector:

Older children take pride in supporting younger children and act as positive role models. They show kindness and consideration as they help younger children follow routines. For example, they hold their hands during transitions to guide the way, assist them in finding their belongings and offer resources during play. Children comment positively about their time at the club and how they can make decisions about what they do there, such as music and dancing. Children are happy, confident members of the club, who enjoy their time in a safe and welcoming environment.

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Next steps

Leaders should ensure staff are able to adapt physical activities and learning opportunities outside, so they are tailored more precisely to children's ages and stages of development. Leaders should strengthen professional development by closely matching training to staff's needs to promote better outcomes for children.

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About this inspection

The inspector spoke with the 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 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. Jodie Donaldson

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Address:

Briar Hill Primary School Thorn Hill Northampton NN4 8SW

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Address:

Type: Childcare on non-domestic premises

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Address:

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