PEG Activities - East Farleigh Primary SchoolOfsted report card, 24 Sept 2026

PEG Activities - East Farleigh Primary School

Unique reference number (URN): 2833145 Address: East Farleigh Cp School, Vicarage Lane, East Farleigh, Maidstone, ME15 0LY Type: Childcare on non-domestic premises Registered with Ofsted: 28/03/2025 Registers: EYR, CCR, VCR Registered person: Premier Sportscoach Solutions Limited

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

Consistent expectations and close collaboration with the school underpin a harmonious, respectful atmosphere. Staff and school colleagues agree approaches to managing behaviour, providing continuity for children. This joint working has a positive effect on children's behaviour and participation. Staff adapt their guidance to individual needs while maintaining shared expectations. Children demonstrate cooperation in their everyday interactions. They invite others into games, take turns and resolve minor disagreements. Staff reinforce kindness and explain the reasons for rules, helping children understand how their choices affect others. Children increasingly follow routines without reminders and readily help tidy before tea.

p.2

Behaviour, attitudes and establishing routines Strong standard

Staff prepare children effectively for changes. When netball occupies the outdoor space, for instance, they explain that art will take place first. Children accept the revised plan and join enthusiastically. Additional explanations help younger children understand, supporting calm transitions. Established arrival, activity and collection routines provide security. Children know where to go and settle promptly. Leaders monitor attendance, investigate unexpected absences, initially with the school, and consider patterns that may indicate concerns. Clear routines and coordinated support help children remain confident and positively engaged.

p.2

Children's welfare and wellbeing Strong standard

Warm, trusting relationships underpin responsive care. Staff greet children by name, listen to their experiences and recognise when reassurance is needed. Their sensitive responses help children express concerns, feel understood and settle into the session. Children choose active play, time with friends or quieter experiences according to their needs after school. Outdoor ball games and climbing equipment provide physical challenges, with staff joining play and encouraging participation.

p.2

Children's welfare and wellbeing Strong standard

Leaders improve mealtime routines by giving children greater choice over what they eat. Staff use these choices as opportunities to discuss food and encourage healthy decisions. Children select fillings for their rolls and take an active role in their meal. This makes healthy eating part of a positive, sociable experience and strengthens independence. Established handwashing routines and accessible drinking water support children to develop their self- care skills. Staff carefully accommodate preferences, allergies and dietary requirements. Safe eating training informs close supervision, with adults sitting alongside children while they eat.

p.2

Children's welfare and wellbeing Strong standard

Communication with parents, carers and teachers ensures care responds to children's changing circumstances. Parents receive updates and speak positively about the support provided. Attentive relationships and thoughtfully organised routines help children feel consistently secure, comfortable and valued.

p.2

Inclusion Strong standard

Staff use their detailed knowledge of children and families to identify barriers and adapt support. Teachers' handover information helps staff respond to children's changing needs that afternoon. Resources, instructions and adult support enable children with special educational needs and/or disabilities to participate alongside friends. Observations lead to purposeful adaptations. Staff recognise that younger children need a comfortable space to relax and play after school. Leaders respond by introducing low-level activities on mats, creating an accessible zone that reflects children's needs.

p.3

Inclusion Strong standard

Younger children settle happily and engage enthusiastically with friends. A familiar key person provides reassurance and helps them feel secure within the wider group. Leaders regularly consider whether changing circumstances create barriers for disadvantaged children and those known to children's social care. They review support with parents and carers, teachers and the school's special educational needs coordinators, and adjust approaches accordingly. These partnerships ensure that support reflects children's experiences across school, home and club. Staff listen sensitively and provide individual help to sustain participation. Children confidently approach adults and enjoy activities alongside their peers, demonstrating an inclusive culture in everyday practice.

p.3

Leadership and governance Strong standard

Leaders maintain a clear focus on the club, where children thrive and enjoy their time. Regular monitoring visits by senior leaders help to identify priorities and inform action plans. Supervision and individual targets give staff clear direction for strengthening practice, while ongoing guidance supports their development. Professional learning reflects staff's roles and responsibilities. A practical manual breaks safeguarding training into manageable steps, helping staff understand and apply their responsibilities, for example. Staff describe using this guidance effectively. Leaders also support apprentices and provide opportunities for progression, developing a committed team.

p.3

Leadership and governance Strong standard

Leaders know staff well and respond when they need support, adjusting working arrangements where appropriate. Staff speak positively about the guidance and development opportunities available. Clear leadership structures help staff prepare confidently and organise sessions around children's needs. Leaders draw on effective practice from across their clubs and introduce positive improvements, which have a clear impact, including greater choice at arrival and a flexible timetable. Children settle readily and enjoy activities with friends.

p.3

Leadership and governance Strong standard

Close relationships with teachers, office staff and the school's special educational needs coordinators strengthen communication and individual support. Monitoring, staff development and school partnerships help leaders maintain provision that responds and adds to children's experiences.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children arrive happily at the club and quickly begin playing with friends. They respond warmly to familiar adults, share news about their school day and confidently seek reassurance when needed. Children benefit from staff's close communication with the school, which helps adults understand their experiences and respond sensitively. Children make choices about how to spend their afternoon. They move between planned activities, quieter play and outdoor experiences, enjoying a flexible timetable that reflects their interests and needs. Younger children settle comfortably in a dedicated area with activities

p.4

About this setting

at their level. They play confidently alongside friends and develop trusting relationships with key staff. Children who are new to the club receive gentle encouragement to join in at their own pace.

p.5

About this setting

Children show enthusiasm and sustained concentration during activities. When making bridges, they select materials, exchange ideas and work together to develop their designs. They listen to one another and contribute confidently in pairs and groups. Outdoors, children enjoy ball games and climbing, developing physical skills through active play. Children understand routines and adapt confidently when arrangements change. When outdoor play is delayed, they understand the explanation and enthusiastically choose art activities instead. They follow shared rules with increasing independence, help tidy resources and wash their hands before tea.

p.5

About this setting

Children enjoy sociable mealtimes and take responsibility for choosing fillings for their rolls, for instance. Conversations with adults encourage them to consider healthy choices. They show kindness, invite others into games, take turns and help resolve minor disagreements. Children's confident participation, positive friendships and growing independence reflect the club's consistent support. They feel listened to and included, enjoy opportunities to follow their ideas and benefit from attentive care throughout the afternoon.

p.5

Next steps

The provider should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences for children with special educational needs and/or disabilities and those who may face barriers to their wellbeing.

p.5

About this inspection

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

p.5

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. Unique reference number (URN): 2833145

p.5

Address:

East Farleigh Cp School Vicarage Lane, East Farleigh Maidstone ME15 0LY

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Premier Sportscoach Solutions Limited

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.6

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

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 .

p.7

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 .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7