Premier Wraparound @ St Gabriel's

Premier Wraparound @ St Gabriel's

Unique reference number (URN): 2860849 Address: St. Gabriels C Of E Primary School, Landhayes Road, Exeter, EX4 2BY Type: Childcare on non-domestic premises Registered with Ofsted: 18/08/2025 Registers: EYR, CCR, VCR Registered person: Steer Sports and Education 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 Expected standard

Leaders establish a culture of positivity and respect. Children behave well. Staff have high expectations for behaviour and are caring and inclusive in their interactions with children. Routines are well embedded and there is a happy atmosphere. Staff are positive role models for children, and children clearly feel happy and safe in their care. Staff consider each child's age and stage of development and modify games and activities to best support participation for all children. For example, older children enjoy the responsibility of modelling gymnastics moves for younger children. Staff encourage children to be kind to each other, and they typically play and learn well together. However, when staff need children to focus and listen to instruction, they do not consistently use a range of strategies to gain children's attention swiftly and successfully. This can lead to instructions needing repeating and some

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Behaviour, attitudes and establishing routines Expected standard

children's frustration as they are eager to get on with the activity. Staff register children swiftly on arrival so that attendance can be checked and all children accounted for.

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Children's welfare and wellbeing Expected standard

Leaders have effective handover processes in place that ensure important information about the children's school day is gathered from school staff and shared with parents when children are collected from club. Staff know children well, and children clearly enjoy spending time with them.

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Children's welfare and wellbeing Expected standard

Staff promote the importance of daily healthy habits, such as drinking water regularly. Staff explain to children that in order to exercise well, they need to be hydrated. Older children enjoy the responsibility of filling up water bottles for younger ones. Staff typically meet the needs of all children well. They generally provide effective support for children with special educational needs and/or disabilities and create an inclusive, supportive environment, where children are happy and safe.

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Children's welfare and wellbeing Expected standard

Staff receive training that is targeted to support children's needs. For example, recent staff training focused on identifying and supporting children with allergies and ensuring that the provision minimises risks to them, and that staff know how to best support children's healthcare needs and wellbeing.

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Inclusion Expected standard

Staff know each child's needs and adapt their interactions accordingly. Staff are inclusive and typically provide children with instruction to help them understand activities and fully participate. However, instruction is not as clear as it needs to be and does not focus on what children need to do to meet behaviour and learning expectations.

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Inclusion Expected standard

Parent partnerships support children in receiving consistency in care. Staff speak with parents at collection to share information from class teachers, as well as to celebrate children's efforts at club and who achieved the reward of being 'star of the week' for their super effort. Children with special educational needs and/or disabilities or other barriers to learning receive frequent interactions with staff that help their engagement in activities to thrive. Staff know children well, and this helps promote children's sense of belonging at the club. Staff receive training that is targeted to support children's needs. For example, recent staff training focused on revising sports activities and games that children had thoroughly enjoyed previously. This refresher training at the beginning of the academic year helps ensure staff have the skills and knowledge to engage children well in a rich range of play

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Inclusion Expected standard

experiences. Leaders and staff work closely with the on-site school, and this promotes consistency in care for children who attend the club.

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Leadership and governance Expected standard

Leaders are reflective and work in partnership with the school to adapt routines to help children best engage in club activities. Younger children now change into sports clothing before transitioning to club so that they have an optimal amount of time to enjoy the activities on offer.

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Leadership and governance Expected standard

Leaders monitor and supervise staff regularly to ensure that high-quality care is typical. Staff know every child well. They know their interests, characters and needs, and strive to meet them. Leaders provide training tailored to each member of staff. This helps staff to best support children they work with to thrive. For example, staff recently completed a course on identifying vulnerable children and working in partnership with stakeholders to support them to thrive.

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Leadership and governance Expected standard

Parents appreciate the care, play and sports that children experience at the club. They speak highly of staff and feel that staff know their children well. Staff wellbeing is high. Staff feel that leaders support them well and value their hard work and expertise. They appreciate the opportunities to continually build their role and responsibilities within the company, and they feel proud to be part of the care and sports experiences provided for children.

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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 excited and eager to take part in club activities. Children enjoy arts and crafts and a range of sporting activities throughout the weekly timetable at the club.

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

Staff greet children warmly and ask about their school day. Children clearly feel welcomed and valued. Children are familiar with well-established routines. They store coats and bags independently and settle swiftly. Children enjoy a gymnastics session. Staff speak with them about safe use of the equipment and model landing techniques for when jumping from balances to a gym mat. Children enjoy warm-up and stretch routines. Children thoroughly enjoy being selected to model different stretches for their friends to copy. Relationships between children are positive. They treat each other with care. For example, children show kindness towards their friends as they praise each other's balances, moves and jumps on the gym equipment. Older children help younger children to engage with the activity as they remind children the correct route around the gym workstations. Children cooperate well with each other, sharing and taking turns with minimal support.

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

Children enjoy spending time with staff and eagerly chat with them about their gymnastics and songs they wish to hear as they exercise. Older children enjoy the responsibility of playing the selected songs on the music system. Staff create a safe space, where children feel safe and confident to discuss the successes and challenges of their day so far. Staff know children well, and children have respectful, trusting relationships with both staff and the other children attending. Children chat happily about their home lives and share their thoughts and feelings with confidence. Children thrive at this friendly setting. They clearly feel safe and secure and enjoy attending.

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Address:

St. Gabriels C Of E Primary School Landhayes Road Exeter EX4 2BY

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Steer Sports and Education Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 16:30

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Next steps

Leaders should ensure clear instruction is given to children to ensure that all children can easily understand expectations. Leaders should develop a range of strategies for gaining children's listening and attention quickly and effectively so that a high level of engagement is best promoted.

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About this inspection

The inspector spoke with leaders, practitioners, 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.

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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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