Premier Education Wraparound Care at The Laurels Primary School

Laurels Primary School

Unique reference number (URN): 2861612 Address: The Laurels Primary School, 47 Winterbourne Way, Worthing, BN13 3QH Type: Childcare on non-domestic premises Registered with Ofsted: 01/10/2025 Registers: EYR, CCR, VCR Registered person: SB Sports 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 Strong standard

Leaders promote attendance effectively through close communication with parents and the school. They set clear, age-appropriate expectations for positive behaviour. For example, they have introduced a 'fun agreement' that mirrors the school's expectations. Staff discuss this regularly with children in a way that they can understand, and encourage them to give their own ideas for what positive behaviour looks like in the before- and after-school club. This supports children's sense of responsibility. All children, including those with special educational needs and/or disabilities, are supported to follow routines. For example, staff recognise when children need movement breaks or sensory play to help them feel calm and ready to join in positively with activities.

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Behaviour, attitudes and establishing routines Strong standard

Staff get to know children very well and build positive and respectful relationships with them. They consistently use warm praise and encouragement. They celebrate children's achievements and share proud moments with parents and carers through online reward systems, for instance. These warm, respectful interactions build children's self-esteem and confidence. This helps to motivate children to behave positively and take pride in their achievements.

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Behaviour, attitudes and establishing routines Strong standard

Children respond by showing excellent attitudes. They listen carefully to instructions and cooperate well in team sports, for example. They show kindness as they share resources and equipment, such as by waiting for their turn on the climbing equipment. Children settle quickly and calmly, and show focus in their activities.

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Children's welfare and wellbeing Strong standard

Leaders prioritise children's welfare and wellbeing. They build a detailed picture of each child before they join the setting by communicating closely with parents and carers and school staff. Staff get to know children very well. For example, they complete an 'all about

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Expected standard

me' sheet with children when they start, helping them to share their interests, favourite people, likes and dislikes. This helps staff build meaningful and positive relationships with children from the outset.

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Expected standard

Staff continue to build on these relationships. They smile and chat with children throughout the session, engaging them in conversations about their play, interests and hobbies. This creates a calm, welcoming environment where children feel valued and emotionally secure.

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Expected standard

Leaders are highly responsive to children who need additional support. For example, when children find settling difficult, leaders work with the school to provide a familiar adult to help them feel confident. This approach works extremely well. Children show that they feel safe and confident, asking to join outdoor play and interacting happily with others by the end of the session.

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Expected standard

Inclusive strategies, such as movement breaks and quiet times, help all children manage their emotions and feel calm and ready to join in. Children learn about healthy lifestyles through a range of sports activities, space to run and climb outside, and discussions about healthy, nutritious food while children make their own wraps, for example.

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Inclusion Expected standard

Leaders make sure they have a detailed understanding of children's needs when they start at the breakfast and after-school club. For example, they gather information from parents and carers through online forms and follow up with email contact to understand children's individual needs. They speak with school staff, including the special educational needs coordinator and class teachers, and use the children's support plans to guide their work. This means that leaders and staff use agreed strategies for children with special educational needs and/or disabilities (SEND), and for children who may have other barriers to their wellbeing.

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Inclusion Expected standard

Leaders identify children's emerging needs quickly and put thoughtful strategies in place to reduce barriers. For instance, they offer taster sessions and flexible settling sessions, where children can spend time at the club with their parents. They also work with the school so that familiar staff are available to reassure younger children who find settling difficult. This supports children to feel safe and confident. Staff adapt routines using strategies such as movement breaks and quieter spaces, helping children, including those with SEND, to manage their emotions and join in calmly.

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Inclusion Expected standard

Leaders review support strategies using their own and staff's observations to check that support remains effective. However, staff do not yet rigorously monitor the impact of support on children's wellbeing or experiences, such as by discussing children's ongoing support with school staff. This means that some helpful adjustments may be missed over time.

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Leadership and governance Expected standard

There has been a recent change in leadership, and leaders are still assessing the club's strengths and areas for improvement. Despite this, they already have a clear, inclusive vision where children's best interests are prioritised. Leaders work closely with parents and carers and the school to understand children's individual needs and support their wellbeing, such as when supporting younger children to settle confidently. They work very well to identify children's needs effectively and put tailored support in place. However, they do not yet rigorously monitor the impact of their support on children's experiences or adapt strategies over time, such as by discussing children's ongoing support with school staff and parents. This means that opportunities to make helpful adjustments may be missed.

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Leadership and governance Expected standard

Leaders want to enhance the opportunities children have in the setting, and plan to introduce a range of engaging activities, such as film afternoons, obstacle courses and mini- golf sessions. These experiences help sustain children's interest and enjoyment and encourage them to attend regularly.

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Leadership and governance Expected standard

Staff wellbeing is prioritised. For example, leaders support flexible working arrangements, and staff can access counselling and financial advice if needed. Staff say that they enjoy working at the club and feel valued. They describe leaders as approachable and supportive, noting that they receive regular supervision, coaching and weekly check-ins. Leaders use these sessions to discuss what is working well and identify areas for support. They suggest relevant training that supports children's needs, such as training on understanding and supporting children with special educational needs/and or disabilities, and supporting children's behaviour and mental health. This approach ensures that staff feel confident, supported and able to provide high-quality care.

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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 attending the before- and after-school club experience a warm, welcoming environment where staff know them well and take genuine interest in who they are. For example, children are greeted with smiles and friendly conversations about their day, and staff join them in their play. This helps children to feel valued and creates a strong sense of belonging from the moment they arrive. Children get to know one another while preparing their healthy wraps for afternoon snack. They chat about their pets, favourite sports teams, hobbies and weekend activities. This supports children to build friendships, feel relaxed and settled.

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

Children settle quickly into play, choosing from a range of activities that interest them indoors and outdoors. For instance, children enjoy creating with play dough, building with LEGO and completing word searches. Outdoors, children confidently climb and join in with team sports such as tennis, basketball and football. They listen incredibly well to staff and show cooperation, turn-taking and kindness.

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

Children feel safe because staff understand their needs very well. For example, children share their interests, likes and dislikes through 'all about me' activities, building positive and warm relationships with staff. All children, including those with barriers to their wellbeing, are supported to settle well and move calmly through the session.

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

Children and their families are made to feel welcome and valued in the setting. Activities, such as taster sessions and flexible settling-in sessions, allow parents and carers to join their children in play at the after-school club. This helps children feel comfortable and confident to attend, and strengthens relationships between staff and families. Parents gain a clear understanding of how the club supports their child and why regular attendance helps children settle, build friendships and enjoy the full range of experiences on offer.

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Address:

The Laurels Primary School 47 Winterbourne Way Worthing BN13 3QH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: SB Sports Coaching Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:40,Monday,Tuesday,Wednesday,Thursday,Friday : 15:10 - 17:00

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Next steps

Leaders should strengthen systems for monitoring the impact of support on children's experiences, so that they can adapt strategies effectively when children's needs change.

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About this inspection

The inspector spoke with leaders, staff, children, and parents and carers 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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