Premier Education WAC - Valley Invicta Primary School At Leybourne ChaseOfsted report card, 25 Sept 2026

School At Leybourne Chase

Unique reference number (URN): 2863791 Address: Valley Invicta Primary School At Leybourne Chase, Derby Drive, Leybourne Chase, West Malling, Kent, ME19 5FF Type: Childcare on non-domestic premises Registered with Ofsted: 07/10/2025 Registers: EYR, CCR, VCR Registered person: Premier Sportscoach Solutions 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 behave considerately and show positive attitudes throughout their time at the club. Staff establish clear and consistent expectations that complement those used by the school. Children understand what is expected of them and need little adult direction. They move safely around the school, care for resources and respond readily to staff.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between children and staff are a particular strength. Staff know how to engage children positively and use praise and encouragement to reinforce considerate behaviour. Children confidently approach adults, invite them into their games and enjoy sustained interactions with them. Staff respond calmly to children's behaviour and consider their age, stage of development and individual circumstances, when deciding how best to support them.

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Behaviour, attitudes and establishing routines Strong standard

Children cooperate well with one another. They spontaneously share resources, take turns and help each other. They persevere when activities are challenging and respond positively when things do not immediately go as planned. These behaviours enable children of different ages to play successfully alongside one another and contribute to the positive atmosphere of the club.

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Behaviour, attitudes and establishing routines Strong standard

Routines are deeply embedded. Children independently prepare for snack, follow hygiene routines and return to their chosen activities with minimal prompting. Staff maintain accurate attendance records and promptly follow up unexpected absences with the school and families. This ensures that children's whereabouts are known and any emerging patterns or welfare concerns can be identified and acted on.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are central to club practice. Staff recognise that children may arrive tired, excited or needing time to decompress after the school day. They notice children's cues and respond sensitively, giving reassurance, conversation or space according to individual need. Children confidently seek staff, when they need support, and are helped to recognise and manage their emotions.

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Children's welfare and wellbeing Strong standard

Children develop positive attitudes towards their health and wellbeing. They independently follow established hygiene routines and enjoy nutritious foods at snack time. Staff use relaxed, sociable mealtimes to reinforce healthy habits. Safer-eating procedures are understood and implemented consistently, including appropriate food preparation and close supervision while children eat.

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Children's welfare and wellbeing Strong standard

Children benefit from regular opportunities to be physically active. They enthusiastically use outdoor equipment and participate in energetic games, developing confidence in their physical abilities. Staff balance children's growing independence with appropriate oversight and clear guidance about keeping themselves safe.

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Children's welfare and wellbeing Strong standard

Care practices are responsive to children's individual circumstances and change as their needs develop. Staff share relevant information with the school and families so that children's physical and emotional needs remain understood. This consistently responsive approach enables children to settle after the school day, make increasingly independent choices about their wellbeing and feel safe and cared for throughout their time at the club.

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Inclusion Strong standard

The club has a positive inclusive culture. Leaders ensure that staff gather relevant information from families, school staff and the school's specialist provision to understand children's individual needs. This close partnership means that staff are well informed about children's circumstances and can respond promptly, when their needs change.

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Inclusion Strong standard

Staff use this knowledge purposefully to reduce barriers to participation. Individual strategies such as visual timetables provide children with predictability, while flexible approaches allow children time and space to regulate when needed. Staff carefully judge when to offer support and when children benefit from greater independence. This precise approach enables children with special educational needs and/or disabilities to access the same opportunities as their peers in ways that are appropriate for them.

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Inclusion Strong standard

Leaders use information from education, health and care plans, where relevant, alongside ongoing communication with those who know children well. They ensure that staff can access appropriate resources, guidance and training to meet individual needs. Support is reviewed through regular communication with the school and families, enabling staff to adjust their approach as children develop. Consequently, potential barriers are identified quickly and children's individual needs remain central to decisions about their care and experiences.

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Leadership and governance Strong standard

Leaders have an accurate understanding of the quality of the provision and maintain high expectations for children's experiences. Clear systems across the organisation support the club to implement these expectations consistently. Regular quality-assurance visits, supervision and discussions enable leaders to evaluate practice, recognise strengths and identify where further development will benefit children.

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Leadership and governance Strong standard

Professional development is purposeful and supports staff to fulfil their roles confidently. Leaders monitor training and compliance centrally and provide further guidance and development when needed. Staff wellbeing and workload are considered through regular supervision, communication and access to wider organisational support.

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Leadership and governance Strong standard

The club communicates closely with school staff and the specialist provision, enabling relevant information about children to be shared and acted on. This contributes to continuity of support and helps staff respond effectively as children's circumstances and needs change.

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Leadership and governance Strong standard

Leaders recognise that staff knowledge of individual children must continue to deepen, particularly when staff or children are new to the club or children attend irregularly. Developing this further will help ensure that the precise, responsive support already evident is sustained as children's interests and needs change over time.

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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 a warm, sociable and welcoming club, where they quickly settle after the school day. Staff recognise that children arrive with different experiences and emotions and respond sensitively. Close communication with school staff helps children move smoothly into the club. For example, staff use familiar visual timetables and information from school to help children understand what will happen next. Children who need time and space to regulate are able to do so before joining others. As a result, children feel secure and confidently seek staff for conversation, reassurance and shared play.

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

Children have considerable choice in how they spend their time. They draw, make bracelets, build with construction resources, dress up, read stories and enjoy games with staff. Older children encounter additional challenge, while younger children receive support suited to their age and stage. Children confidently share their ideas and staff join their play skilfully without taking over. Outdoors, children climb, play energetic games and enthusiastically involve adults in their play.

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

Relationships are a particular strength. Children are kind, polite and sociable. They share spontaneously, take turns and enjoy being together. Familiar routines are deeply embedded. Children independently prepare for snack, wash their hands, choose food and clear away afterwards. They understand expectations for moving safely around the school and follow these with little adult direction.

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

Children with special educational needs and/or disabilities participate confidently in club life. Staff work closely with the school's specialist provision and make thoughtful adaptations, such as individual visual timetables, providing time and space to settle and adapting interactions to children's individual needs.

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

Staff maintain close communication with the school and families and follow up unexpected absences to help ensure children are safe. Children leave happily and proudly share what

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Address:

Valley Invicta Primary School At Leybourne Chase Derby Drive, Leybourne Chase West Malling Kent ME19 5FF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Premier Sportscoach Solutions Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:30,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00 they have done with their families. As a result, children feel secure, develop confidence and thoroughly enjoy their time at the club.

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Next steps

Leaders should further develop staff's knowledge of individual children so that support continues to respond precisely to children's interests and changing needs over time.

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About this inspection

The inspector spoke with staff 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: Kent

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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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