Premier St John's Wrap Around CareOfsted report card, 1 Oct 2026

Premier St John's Wrap Around Care

Unique reference number (URN): 2852401 Address: St. Johns Catholic Primary School, Providence Way, Baldock, SG7 6TT Type: Childcare on non-domestic premises Registered with Ofsted: 14/08/2025 Registers: EYR, CCR, VCR Registered person: Premier Agents 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

Staff have established an incredibly warm, positive and respectful environment, where children can relax at the end of the school day and have fun. Children demonstrate feeling safe and secure by cuddling staff and talking about their day. Staff are interested in what children have to say and, as a result, children feel valued as individuals. Staff know children extremely well and plan activities around their interests. Children also benefit from the changing enrichment activities. Their engagement in the variety of experiences is incredibly high. As a result, children behave extremely well. They are kind and courteous to staff and each other. Older children are effective role models and play well with the younger children. Children take turns and share resources very well. Children play collaborative games, such as 'Duck, duck goose', well together, laughing and having fun.

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Behaviour, attitudes and establishing routines Strong standard

Leaders are proactive in developing high standards of behaviour. They have created a 'fun' agreement with clear rules based around being respectful and safe. Children are rewarded for demonstrating these by having roles and responsibilities within the club. Children are extremely pleased to wear their lanyards and carry out their responsibilities with pride. Staff are clear in their expectations and ensure children understand that rules are there to keep them safe.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have strategies in place to support children's attendance. They offer enrichment activities and sports challenges. Parents and carers say their children want to come to the club on the days they do not normally attend. Each month, the club has a special offer to attract children, such as 'potion' workshops.

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Children's welfare and wellbeing Strong standard

All children including those with special educational needs and/or disabilities or other barriers to learning and wellbeing are extremely well cared for. Their welfare and wellbeing are at the heart of the club. Staff build extremely trusting and secure relationships with all children. As a result, children feel fully able to relax and confidently approach staff to share their worries or how they are feeling. Staff know the children extremely well and are highly sensitive to their emotional wellbeing at the end of the school day. They offer reassurance to those children, who may feel tired or unsettled. They offer quiet spaces and children respond well.

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Children's welfare and wellbeing Strong standard

Children enjoy the opportunities for playing outdoors and using their energy. Staff take this opportunity to support children in understanding how to keep themselves safe. Children learn the boundaries of where they can go and why there are restrictions. They learn to walk sensibly back to the indoor area so that all children are kept safe.

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Children's welfare and wellbeing Strong standard

Children benefit from clearly embedded routines. They demonstrate responsibility in ensuring that everyone has washed their hands before snack and in laying the table. They put spread on their own wraps and carefully choose healthy options to fill them with. Staff ensure that children understand the benefits of healthy food and drinking water. Children develop their social skills as they sit and chat to each other and staff during the meal. Children clear the table with staff and wash and dry the dishes afterwards. Children demonstrate extremely good manners and are polite and helpful.

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Inclusion Strong standard

Leaders and staff have secure procedures in place, when children start at the club. Parents and carers start with a 'discovery call', followed by an individualised settling-in process. They complete detailed information to support staff in understanding and getting to know their child extremely well. This means that any barriers to learning or wellbeing are identified from the start of their time at the club.

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Inclusion Strong standard

Leaders and staff have a highly effective relationship with the staff of the host school. They work closely together to ensure that children have continuity of care. Leaders regularly meet with the school's special educational needs and disabilities coordinator. Staff ensure that children are supported in the club in the same way they are in school. Children with barriers to learning and wellbeing benefit hugely from the embedded systems in place for their support. Staff know the children extremely well and have highly positive and trusting relationships with them. Children turn to them for reassurance and comfort when needed. Staff make thoughtful adjustments that reduce barriers to participation, such as quiet areas and dark tents to relax in. They have books and resources that support children in self- regulating their emotions. Leaders work flexibly with families for children, who need different

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Inclusion Strong standard

approaches. They offer extended settling-in sessions or shorter sessions, so children maintain a sense of belonging to the club.

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Leadership and governance Strong standard

Leaders are highly reflective and strive for continual improvement. They are passionate and dedicated to providing the best possible care for children, including those with special educational needs and/or disabilities (SEND) or other barriers to learning. Their motivation and energy is reflected in their staff, who work tirelessly to ensure that children's physical and emotional wellbeing are prioritised. Leaders have designed programmes that support the consistency of the standards of activities on offer to children. They listen carefully to feedback from staff, who have opportunities to offer their own ideas. Leaders value their staff and offer many opportunities for their professional development. Staff feel extremely well supported by leaders and love their work. They feel that leaders are approachable and consider their wellbeing and workload.

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Leadership and governance Strong standard

Leaders are extremely perceptive about the club and are continually working on raising standards even higher. For example, they have recently introduced a new approach to behaviour management, which is proving to be highly effective. They have rigorous procedures in place to ensure new staff are highly suitable and hold similar values. Their ethos is based around supporting children to be healthy and well, both physically and emotionally and this is fully reflected in the club.

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Leadership and governance Strong standard

Leaders work closely with staff at the host school, including the SEND coordinator. This supports continuity for children across the school day and in the after-school club. It helps children to manage the transition confidently and builds their emotional wellbeing. Leaders have close relationships with parents and carers, who speak highly of the club and staff. Communications between them are secure and they say their children love to come to the club because the activities are fun.

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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 experience a relaxed and welcoming environment, where they feel safe and comfortable after the school day. They are warmly greeted by familiar and reassuring staff, which helps them to settle quickly and confidently.

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

Children enjoy a wide variety of activities that reflect their interests. They independently choose the activities they want to play with and show high levels of engagement and focus. For example, children collaboratively build a tall bridge from magnetic blocks. Older children are positive role models for younger children and demonstrate kind behaviour and cooperation. Children benefit hugely from the enrichment programme that offers different activities to promote interest and curiosity. They test out different surfaces to find out which cars will roll down the ramp the fastest. Children wait for their turn patiently and then work together to measure the distance the cars have travelled. They explore the different surfaces and talk about why they might make a car go faster or slower.

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

Children love to spend time outdoors and take part in the sports challenges, where they aim to beat their own personal scores. They have opportunities to learn new sports, such as tennis. Children enjoy running around the school field or building boats with the loose parts. They work well together to put seats into their boats and problem solve how to build an 'engine'.

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

Children are confident and independent in the setting. They feel extremely secure in the care of the nurturing staff. They reach out for cuddles as they tire and enjoy listening to stories in the quiet area. Behaviour is exemplary because the staff clearly explain their expectations and the reasons why it is important to listen carefully. They play games where children learn to understand and explore what rules are. Children know that the rules of the setting are there to keep them safe.

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

Children enjoy the familiar routines of the session. They are immensely proud when they are chosen to be 'hand safety leaders', who ensure all children have washed their hands and 'food monitors', who help to set up the table. Children are happy and settled at the club. They feel listened to and benefit from a calm, nurturing environment that supports their emotional comfort and enjoyment.

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Next steps

Leaders should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the wellbeing of all children, including those with special educational needs and/or disabilities or other barriers to their wellbeing.

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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

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Address:

St. Johns Catholic Primary School Providence Way Baldock SG7 6TT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Premier Agents Limited

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Address:

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

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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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4 to 10

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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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

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 .

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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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