Premier Wraparound @ Stoke CanonOfsted report card, 22 Sept 2026

Premier Wraparound @ Stoke Canon

Unique reference number (URN): 2860866 Address: Stoke Canon Primary School, Stoke Canon, EXETER, EX5 4AS 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 have embedded routines in the club that help build children's familiarity with expectations and activities. Children are happy, settled and safe. They behave well and staff have high expectations of behaviour and participation. Staff are kind, and responsive to children's needs and changing levels of engagement. Staff increasingly add more instruction and difficulty into games to further motivate children to refine skills of throwing accurately or building a team fort with gym mats and this challenge helps children have a fun, enjoyable time at the club. However, when younger children tire after their busy day, they do not have a range of activities to access so they can engage in quieter, calmer activities while at club, if or when they wish.

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Behaviour, attitudes and establishing routines Expected standard

Relationships are positive and encouraging. Older children readily praise younger ones for their efforts and celebrate their achievements as they hit targets in the game. Children treat each other with respect and kindness. All children show real focus as they follow staff instruction and they thoroughly enjoy staff joining in with team games and playing alongside them.

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Children's welfare and wellbeing Expected standard

Leaders have established robust handover processes, where important information about the children's school day is sought from school staff and shared with parents when they collect. Staff know children well and build warm, trusting relationships with them. Staff praise and encourage children as they play and this promotes positive behaviour. Children develop a sense of belonging and this promotes their wellbeing.

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Children's welfare and wellbeing Expected standard

Staff promote the importance of daily healthy habits, such as keeping hydrated by drinking water regularly. They encourage children to rest, when they have been active for a while and are clearly hot and will benefit from a reset moment. Staff meet the needs of all children well. They provide targeted support for children with special educational needs and/or disabilities and create an inclusive, supportive environment, where children engage well and thrive.

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Children's welfare and wellbeing Expected standard

At the start of each session, staff reiterate key information and ensure all children know they can talk to staff about their day or how they are feeling. This helps children to feel secure. Leaders have developed an effective key-person system for younger children, which helps them to feel safe.

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Inclusion Expected standard

Staff know children well and adapt their interactions accordingly. Staff receive training that is targeted to support children's needs. For example, recent staff training focused on support strategies to promote engagement of all. They adapt activities well to help all children feel happy and confident to participate. Staff use new knowledge to support children's individual needs. Leaders and staff work well with the on-site school and this promotes consistency in care.

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Inclusion Expected standard

Staff are inclusive and provide all children with instructions that are simple and help ensure children of all ages can participate successfully. Staff demonstrate sporting skills for children before a game begins, such as accurate throwing, and they emphasise the need for children to look at their target before throwing to increase the chances of success. Children delight when this works and they achieve their aim. Parent partnerships support children. Leaders work closely with parents and children to create a shared understanding of effective support to help promote all children's self-confidence, self-worth and effective engagement.

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Leadership and governance Expected standard

Leaders promote high-quality care and play experiences at the club through their oversight of the provision and their regular monitoring and support visits for staff. Leaders recognise the importance of providing consistency in staffing and interactions to best promote children's sense of belonging. They have adapted practice to improve consistency but this remains a priority for them. Leaders support staff to embed routines that help build a positive, happy environment.

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Leadership and governance Expected standard

Leaders monitor children's attendance and ratios closely. They liaise well with parents and carers and gain their views to help ensure their provision meets the needs of families they support. As a result of consultation, leaders have tweaked provision and operating hours and parents and on-site school leaders appreciate this.

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Leadership and governance Expected standard

Staff know children well. They know their interests and needs and typically meet them. Leaders provide staff with ongoing professional development that promotes quality interactions and play experiences for children. For example, at the beginning of the school year, staff engage in training that heightens knowledge in how to adapt games to ensure all children can engage well.

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Leadership and governance Expected standard

Parent partnerships are effective and promote consistency in care. Parents value the provision. They value the wide range of activities children can enjoy and state how eager their children are to recount their experiences at the club when they collect them. Staff wellbeing is high. Staff feel leaders support them well and provide training that further strengthens their skills and knowledge.

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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 enjoy attending the club. Staff greet them warmly and ask about their school day. Children clearly feel welcome and valued and know routines well. They store bags and belongings independently and settle immediately into a team game of dodgeball. Children clearly feel safe, secure and cared for. They are kind and thoughtful towards each other and consider each other's feelings.

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

All children, including those with special educational needs and/or disabilities, receive support and encouragement that helps them thrive. Children show high levels of

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Address:

Stoke Canon Primary School Stoke Canon EXETER EX5 4AS

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Address:

Type: Childcare on non-domestic premises participation and enjoyment at the club. They show confidence asking questions to clarify their understanding of games and liaise with friends on strategies to ensure they are the winning team in a game. There is an atmosphere of friendly competitiveness while ensuring games are primarily fun for all. Children cooperate well with each other, sharing and taking turns with minimal support. Children have warm and trusting relationships with staff and enjoy being in their company. Children share their thoughts, ideas and feelings. Children show a real sense of belonging at this friendly community setting.

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Address:

Attendance is carefully monitored and this supports staff to meet the needs of children, who are attending each day, and plan how to best support high levels of interest and enjoyment.

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Next steps

Leaders should provide children with a range of alternative activities to ensure children are focused and always engaged. Leaders should continue to enhance consistency in staff interactions to best support children's positive behaviours and attitudes.

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About this inspection

The inspector spoke with leaders, staff, 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. Registration date: 18/08/2025

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About this inspection

Registered person: Steer Sports and Education Limited

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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

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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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