Premier Education Activities - Martlesham Primary Academy

Primary Academy

Unique reference number (URN): 2780080 Address: Martlesham Primary Academy, Black Tiles Lane, Martlesham, Woodbridge, IP12 4SS Type: Childcare on non-domestic premises Registered with Ofsted: 13/07/2024 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

Children form astoundingly positive relationships with staff and their peers. For example, when older children notice that a snack has been prepared for a child who prefers their fruit peeled, they show kindness. They remind others to leave some for that child. Staff use these spontaneous moments well, reinforcing considerate behaviour through simple group discussions and praising the child in front of others. This positive approach helps children understand expectations and feel valued and welcome at the club.

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Behaviour, attitudes and establishing routines Strong standard

Routines are well embedded and clearly understood by all children. Children know where to line up, how to move between activities and what to do if they feel unsure. This particularly supports children, including those with special educational needs and/or disabilities, who can become overwhelmed by change. It helps them feel in control and move smoothly between activities.

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Behaviour, attitudes and establishing routines Strong standard

Children develop good hygiene routines in age-appropriate ways. For example, staff encourage children to sing a cheerful handwashing song taught at the host school. This reinforces and supports their health and wellbeing beyond the club.

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Behaviour, attitudes and establishing routines Strong standard

Children who face barriers, such as attending the club from another school, feel fully included. Leaders identify behaviour reward systems used in children's schools. They ensure staff use equivalent rewards at the club, so all children experience consistent expectations and positive reinforcement. This inclusive practice motivates children to show positive attitudes and kindness towards others and encourages regular attendance.

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Inclusion Strong standard

Children benefit from clear, inclusive settling-in procedures that are tailored to their individual needs. Leaders and staff gather detailed information from parents, teachers and other professionals before children start. This ensures transitions are smooth and well supported for children, including those with special educational needs and/or disabilities (SEND). Any children who require support plans have these swiftly put in place and are meticulously implemented and reviewed.

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Inclusion Strong standard

Children's teachers share the awards they achieve with club staff, who celebrate them again with their peers. This thoughtful, inclusive practice strengthens children's sense of belonging and boosts their confidence across both settings.

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Inclusion Strong standard

Leaders are approachable and spend time each day communicating and building trusting relationships with parents. They support parents with any extra funding available to them. This can increase attendance and overall happiness of all children, including those known (or previously known) to children's social care or who face other barriers to their wellbeing.

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Inclusion Strong standard

Children who join from neighbouring schools are equally well supported. Regular communication between leaders and other schools is superb. Highly efficient procedures in place mean that updates from external professionals, such as changes to educational health care plans, are passed on securely and confidentially. This means all children, including those with SEND, have their overall health and emotional wellbeing needs prioritised continuously.

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Leadership and governance Strong standard

Leaders create a culture of reflection, collaboration and commitment to all families. Children are firmly at the heart of all decision-making as senior leaders continually seek ways to improve the provision. For example, recent upgrades to the online registration system means parents must share precise information about any barriers children may face, including health concerns or special educational needs and/or disabilities (SEND). Leaders use this information to implement individual plans and provide staff with appropriate training to meet the specific needs of all children. This prioritises children's welfare, wellbeing and happiness from the moment they join the club.

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Leadership and governance Strong standard

Children also benefit from leaders' rigorous evaluation of practice through weekly staff debriefs. This drives continuous improvement in the quality of care. Staff value the tailored training they receive, and leaders match induction support closely to each new staff member's needs. Staff express their love of the job and how they feel bespoke support means their workload is consistently manageable.

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Leadership and governance Strong standard

Children know what activities are planned each day because the daily timetable is shared with them and their parents. This clear structure particularly benefits children who prefer routine. For example, children with SEND who find transitions difficult, feel prepared, settled and ready to engage positively in the club, supported by parental and community involvement in sharing information.

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Children's welfare and wellbeing Expected standard

Children are extremely well supported and build positive relationships with both their peers and staff. Children settle quickly. This is supported by consistent staff, including those who also work at the host school and know children and families well. Children are reassured by this familiarity and benefit from staff's understanding of their individual needs. This helps children, including those with special educational needs and/or disabilities, feel secure and confident from the outset.

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Children's welfare and wellbeing Expected standard

Staff diligently undertake daily risk assessments. Children with special dietary requirements, preferences, allergies and intolerances have their individual needs continuously met. Staff manage medical needs with precision. Leaders ensure all staff know to check medication on arrival for children attending each session. This careful oversight ensures children remain safe throughout their time at the club.

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Children's welfare and wellbeing Expected standard

Children's safety is promoted very well. All staff have a secure understanding of children, who have health care plans in place. Clear, meticulous procedures ensure that any new staff quickly learn each child's care plan and how to follow them. This means children's safety and wellbeing are never compromised.

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Children's welfare and wellbeing Expected standard

Typically, staff are alert to potential risks to children's welfare, such as reminding them to sit properly on chairs. However, they do not always explain why this matters. As a result, children have fewer opportunities to recognise risks for themselves and to become increasingly independent in managing these.

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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 thoroughly enjoy their time at the club and clearly feel safe, secure and happy. Children smile and greet staff warmly with a hug, when they are collected from the host school. Children chat excitedly about their day to the nurturing staff, who know them incredibly well. This shows that children have formed trusting, caring attachments to staff and feel fully reassured in their company.

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

Children benefit from remarkable partnership working between staff, teachers and parents and/or carers. This means children experience sessions that are enjoyable, purposeful and consistently tailored to what they need. Children make choices that suit them. For example, some choose to complete their reading homework at the club. This supports their learning while still giving them freedom to experience the activities they prefer.

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

Children are collected safely by staff and walk to the club calmly and confidently because clear, familiar routines guide every step. These simple, consistent processes keep transitions smooth and ensure any new children feel secure throughout. Children hold doors open for adults and peers. Children receive specific praise from staff for their thoughtful and respectful actions. This helps children feel valued and encourages the positive behaviour expected at the club.

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

Children's interests and preferences are consistently considered. Children delight in creative experiences on offer to them, such as making felt hand puppets. They develop friendships as they use them to make up imaginary puppet shows with their peers. Children show high levels of enjoyment during outdoor physical play.

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

Children, including those with special educational needs and/or disabilities, benefit from precise, tailored support that meets their individual care needs. Children who find transitions or winding down after school difficult use targeted sensory resources that help them regulate. With dedicated time and space to do this, children settle emotionally and re-

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Address:

Martlesham Primary Academy Black Tiles Lane, Martlesham Woodbridge IP12 4SS

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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:

Register(s): EYR, CCR, VCR engage positively. As a result, children concentrate well, participate confidently and enjoy a wide range of engaging activities alongside their peers. This consistent support strengthens children's emotional security and ensures smooth, secure transitions that can boost attendance.

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Next steps

Leaders should help staff strengthen children's ability to recognise and manage potential risks in the environment, so children develop greater independence in keeping themselves safe.

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About this inspection

The inspector spoke with leaders, staff, parents and children 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 08:45,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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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

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.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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