Premier Wraparound Care at Bishop's Stortford CollegeOfsted report card, 23 Sept 2026

College

Unique reference number (URN): 2796487 Address: Bishops Stortford College, School House, Maze Green Road, Bishop's Stortford, CM23 2PQ Type: Childcare on non-domestic premises Registered with Ofsted: 10/06/2024 Registers: EYR, CCR, VCR Registered person: Premier School 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 benefit from highly established and inclusive routines and understand what is expected of them. Leaders introduce a 'fun agreement' at the start of each session, reinforcing expectations around 'being safe, having fun and showing respect'. Staff use consistent, inclusive strategies to support children to understand routines and transitions. For example, when staff clap a particular rhythm, children immediately stop what they are doing and repeat the pattern. Children listen carefully, put their hands up to communicate with adults and transition calmly between activities. They independently manage their belongings, when arriving at the club.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have high expectations for behaviour and act as positive role models, creating a harmonious and respectful culture. They communicate expectations positively and consider children's individual needs, when supporting them to manage their behaviour. Children behave remarkably well and demonstrate highly positive attitudes towards their play. They interact harmoniously alongside their peers and form positive friendships. Staff readily praise children's achievements and use house points to celebrate their successes, reinforcing positive behaviour and helping children feel proud of what they accomplish.

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Behaviour, attitudes and establishing routines Strong standard

Children are settled, engaged and respectful throughout the club and respond promptly to staff direction. Leaders promote regular attendance with parents. Many children have increased their attendance due to the positive experiences they gain from attending the club.

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Inclusion Expected standard

Leaders and staff are proactive in identifying and responding to children's emerging needs. They work closely with parents, the host school and class teachers to understand children's individual needs and agree consistent strategies to support them. Regular meetings and recording diaries shared with parents help to ensure information about children's progress and needs are communicated effectively and progress is monitored.

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Inclusion Expected standard

Staff respond sensitively to emerging sensory needs by providing resources, such as fidget toys and ear defenders, alongside access to quieter spaces where children can regulate. They typically adapt activities and games so that children that face barriers to their learning can participate alongside their peers positively. Staff generally recognise when children may require additional support, when they experience difficulties with attention or transitions and provide support throughout the session.

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Inclusion Expected standard

Leaders adapt the environment to remove barriers to children's participation. A traffic-light system helps staff identify when activities may need adapting to ensure children can participate safely and confidently. Visual prompts are used to help children understand routines and transitions throughout the club's session, helping them to engage and take part positively in the experiences provided.

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Children's welfare and wellbeing Needs attention

Leadership of children's welfare and wellbeing is not fully effective. While leaders have processes in place to support children with allergies, these are not implemented in practice. Children with known allergies do not have a clear action plan in place to inform staff how to support them.

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Children's welfare and wellbeing Needs attention

Leaders and staff typically support children at mealtimes. They provide children with a varied range of healthy foods, including wraps, meats and vegetables. Staff use mealtimes to support children's understanding of healthy eating and extend their knowledge. For example, they discuss the colours of peppers and encourage children to think about how they grow. Staff also promote good hygiene practices, reminding children to wash their hands before eating and teaching them to cover their mouths when coughing to help prevent the spread of germs.

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Children's welfare and wellbeing Needs attention

A key-person system is in place for children in the early years, providing parents with a clear point of contact regarding their child's care and experiences. Staff develop warm and positive bonds with children and provide reassurance to those who may feel shy or unsure, helping them to feel secure and settled. Clear and concise handovers take place with teachers when children arrive, ensuring staff receive relevant information about each child's day and any information they need to support them appropriately.

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Leadership and governance Needs attention

Leaders demonstrate they are reflective and largely focus on areas they have identified for development. However, while leaders have policies and procedures in place, they do not always ensure that these are implemented and followed robustly. Children with known allergies or intolerances do not have detailed allergy action plans in place to inform leaders and staff about the needs of the child. This impacts on children's welfare and wellbeing.

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Leadership and governance Needs attention

Nevertheless, leaders have clear processes in place to recruit staff safely and a robust induction process supports staff to understand their roles and responsibilities and settle confidently into their work. Leaders provide staff with regular support. They receive regular supervision alongside professional development training. Leaders ensure mandatory training remains up to date and use monthly quizzes to check staff knowledge. Staff have access to a wellbeing hub and a range of events designed to help them feel valued and supported.

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Leadership and governance Needs attention

Leaders develop positive partnerships with parents and carers. Staff provide detailed handovers at the end of each session, sharing information about children's experiences, while parents have opportunities to share information about their child and discuss how their needs can be supported. Leaders seek children's and families' views through surveys and use feedback to identify and implement improvements. Parents speak positively about the club.

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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's welfare and wellbeing are not adequately supported because leaders have not implemented effective strategies or are aware of the specific health needs of children with allergies. This compromises their safety and wellbeing. Nevertheless, children enjoy a welcoming and engaging environment, where they can make free choices and follow their individual interests.

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

Children experience continuity between their day at school and club experiences. This is because leaders communicate with school early years leads to understand what children are learning and use this information to build and extend their experiences within the club. For example, children engage enthusiastically in purposeful activities that provide opportunities to explore outdoor environments. During a minibeast hunt, children search for insects and work collaboratively with their peers. They develop their understanding of insects through discussion with staff. Children have access to a broad range of indoor activities that support different interests. Activities build on children's experiences, such as insect-themed colouring following the minibeast hunt. Children use their imagination as they create castles and vehicles with magnetic blocks. Staff join children in their play and respond positively to their interests, helping to sustain their engagement. Children also enjoy

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

yoga sessions. They listen carefully to the yoga story, attempting different movements and enjoy challenging themselves to balance on one leg and stretch their bodies.

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

Children play harmoniously with their peers, showing kindness, respect and consideration for others. Children form positive friendships with their peers and staff, creating a warm and welcoming atmosphere. They respond highly positively to staff guidance and understand the routines and expectations, which help them move calmly and confidently between activities. Children consistently demonstrated positive attitudes towards their play and routines are deeply embedded, creating a calm and well-organised club that children can thrive in.

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Address:

Bishops Stortford College School House, Maze Green Road Bishop's Stortford CM23 2PQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Premier School Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date:

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Action Completion Date

Leaders to implement effective procedures for managing children with any known allergy or intolerance and develop clear allergy action plans 14/10/2026

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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. Local authority: Hertfordshire

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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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