Premier Education WAC @ Welton St Mary’s

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children are greeted warmly by staff, contributing to making them happy to arrive at the club.

They understand the routine that staff promote, as they place their bags and coats at the end of the hall and sit down in readiness for registration. Children are supported to feel safe around unfamiliar people as staff introduce them to visitors, explaining why they are present and reassuring them that it is appropriate to talk to them. Children demonstrate a secure understanding of the club's behaviour expectations.

This is supported by staff as they encourage children to remember the rules of the club during group discussions.... For example, children eagerly offer their ideas, such as not to stand up when eating, respect each other and the toys and to be kind. Children enjoy a variety of activities which have been carefully planned by staff to enable them to follow their interests.

They show high levels of concentration as they play with jigsaws and build with magnetic construction tiles. Younger children contentedly sing to themselves as they play with dinosaurs. Children benefit from the expertise of staff.

Through games and sport activities staff promote children's physical health while helping them to develop friendships and understand the rules of games and turn taking.

What does the early years setting do well and what does it need to do better?

The new manager is supported very well by the nominated individual and senior leaders within the company. Robust inductions help staff to understand their role and responsibilities and the clubs' policies and procedures.

Staff report that they enjoy working at the club. They have opportunities to meet for team building and group training days, helping to forge positive working relationships and promote overall staff well-being.Staff support children's independence well, helping them to develop skills for the future.

For example, during snack time staff ask children to select and prepare their own food. Children carefully spread butter on their toast. Staff are close by to guide children and offer additional help when needed.

For example, they begin the process of peeling an orange, before encouraging children to finish the task.Overall, staff communicate with parents well. For instance, they tell parents about the activities children enjoy in the club, which helps to keep them informed about their children's day.

However, staff do not tell all parents who their child's key person is, to contribute to building relationships with parents and help to meet children's care and support needs.The snack menu is changed frequently, and staff consider what children eat during the school day to ensure that children receive a variety of foods and nutrients. Children are supported by staff to make healthy food choices.

For example, staff provide children with a daily fruit choice at snack time. They act as positive role models as they sit and eat fruit with children, promoting children's social skills.Staff build effective relationships with the host school.

For example, they share information about evacuation procedures to ensure the safety of children and adults in the club. Staff work with the school to provide children with consistent approaches. For instance, staff adopt the schools' rules and strategies to promote children's positive behaviour.

Children enjoy opportunities to develop their creative skills. For example, staff work closely with dedicated volunteers to provide a variety of craft activities which capture children's imagination. Children use different materials to decorate milk bottles.

They show a sense of achievement when they proudly show their creations to parents and visitors. Staff praise children for their skills, helping to develop children's confidence and self-esteem.Staff's positive relationships with children help them to feel respected and valued.

As such, children are keen to involve staff in their play. For instance, staff and children take turns to act out real life situations for others to guess the action. Children giggle as they correctly guess that staff are pretending to put a seat belt on.

They excitedly pretend to throw a dart and encourage staff to guess what they are doing.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

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