Premier Education WAC - West Malling CofE PrimaryOfsted report card, 7 Oct 2026

Primary

Unique reference number (URN): 2863813 Address: West Malling C Of E Primary School, Norman Road, West Malling, ME19 6RL 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 Expected standard

Leaders set high expectations for children's behaviour. Staff model kindness and respect, and children respond positively to these expectations. Staff and children clearly enjoy one another's company, creating a friendly atmosphere. Children follow established routines, such as by placing their belongings in designated areas when they arrive. They also learn to collaborate and take turns. For example, children decide which coloured bricks to use while building the walls of a house. Staff support them in understanding how to make the wall secure by showing them how to overlap the bricks. Children concentrate on their craft and drawing activities, and share popular resources with one another. Staff sit alongside the children and discuss the monsters they are making. However, staff do not always provide a sufficiently varied range of activities for children at different ages and stages of development.

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Behaviour, attitudes and establishing routines Expected standard

Leaders follow up unexplained absences with parents and the school to confirm that children are safe. Parents report that their children are happy at the club and express confidence in the club's safeguarding arrangements. This confidence helps to support regular attendance.

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Children's welfare and wellbeing Expected standard

Staff have developed close, trusting relationships with the children. The club provides many opportunities for outdoor play. Children use the large fields and playground areas to run, play a range of games and take part in sporting activities. Children appear settled and happy in the setting, and the support they receive from staff helps them to develop confidence.

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Children's welfare and wellbeing Expected standard

Children follow established hygiene routines, including washing their hands before eating. They wait for an extended period while staff prepare snacks, but they remain patient and talk amicably with one another and with staff. Staff provide healthy food and avoid items that present a high risk of choking. However, staff do not actively promote children's independence. For example, they do not invite children to use appropriate tools to cut vegetables and help prepare snacks. Staff remain seated with the children while they eat and engage them in friendly conversation, but do not strengthen children's understanding of healthy choices, such as through a discussion about the foods that help to keep their bodies healthy.

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Inclusion Expected standard

Staff understand the needs of children with special educational needs and/or disabilities and children who face other barriers to learning, and they provide appropriate support. For example, staff simplify instructions when necessary. Some staff also work in the host school, which supports the appropriate sharing of information. Staff and class teachers hold brief discussions when staff collect children from their classrooms; however, leaders recognise that they could strengthen this liaison further. Staff follow the recommendations for support and healthcare plans when these are available, helping to maintain continuity in care between the school and the club. However, staff do not consistently consider how to ensure that activities are inclusive. For example, a game of dodgeball was not adapted to meet the needs of the youngest children.

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Inclusion Expected standard

Staff consider children's food allergies when preparing snacks and do not serve foods that present a high risk of choking. These measures help to prevent avoidable incidents and support the dietary needs of children. Children can also use quiet areas to sit with a book or complete a puzzle when they need a calmer space, for example if they feel anxious or upset.

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Leadership and governance Expected standard

Leaders reflect on and understand the quality of provision at the after-school club. Senior leaders regularly review the provision and evaluate the effectiveness of its procedures. For example, following a recent review, they strengthened the process for handing children over to parents or carers, thereby improving children's safety. Senior leaders also identify priorities for improvement, including the range of activities and the extent to which staff adapt activities to meet children's needs.

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Leadership and governance Expected standard

Leaders hold regular supervision meetings and use rigorous procedures to support staff in improving their practice. They set clear targets for staff and provide access to a wide range of training opportunities to help them achieve their goals. Staff report that their wellbeing is considered and that workloads are manageable.

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Leadership and governance Expected standard

Parents provide positive feedback. They express confidence that staff keep their children safe and report that their children are eager to attend. Parents attribute their children's ability to settle quickly to the kind and caring staff.

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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 attend the after-school club happily. Staff collect children from their classrooms, allowing school and club staff to share relevant information for staff to pass on to parents. Staff record attendance and confirm that every registered child is present. They greet each child warmly and ask about their wellbeing, helping children develop a sense of belonging.

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

At the beginning of the session, the timetable is reviewed and staff remind children of the expected standards of behaviour. As the weather is very wet, they explain that outdoor activities are unavailable today. Children then choose from the activities available and

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About this setting

engage happily with their friends. Older children select more complex puzzles and construction tasks, while younger children enjoy colouring and craft activities. They play cooperatively, discuss the monsters they are creating, and share tools and resources. Staff join them and offer helpful suggestions about features they could add.

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About this setting

Staff build trusting relationships with the children and remain available to provide reassurance, comfort and support when needed. Children stay focused on their activities until snack time. Children are praised for their patience in waiting for their food, supporting their self-confidence. After eating, older children take part in an active game, while younger children continue drawing, colouring and playing with construction toys.

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About this setting

The club maintains positive partnerships with school staff and parents. These partnerships support the timely exchange of relevant information, and this helps to promote children's safety and wellbeing.

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Next steps

Leaders should provide a wider range of activities to meet the needs of the youngest children attending the club. Leaders should consider the routines at snack time to ensure a greater involvement of children in creating snacks, helping to support their understanding of the foods necessary to keep their bodies healthy. Leaders should strengthen the liaison between the after-school club and host school, ensuring rigorous information-sharing, especially about children with special educational needs and/or disabilities, or other barriers to learning.

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About this inspection

The inspector spoke with leaders, staff and children and sought the views of 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. Unique reference number (URN): 2863813

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Address:

West Malling C Of E Primary School Norman Road West Malling ME19 6RL

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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 : 15:15 - 18:15

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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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