Premier Wraparound Care at Pinhoe C of E Primary School

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children arrive eager to take part in activities. They sit together at the start of sessions and listen carefully to staff.

Children benefit from a range of activities, including gymnastics, crafts and playing with construction toys. They have the option to play organised games outside, such as basketball. They learn new skills, such as how to balance as they walk backwards on a bench.

Attitudes to learning and activities are good. Children excitedly choose to make jester hats or sit in the drawing and colouring area with their friends. They delight in playing indoor curling with an adult.

Children develop their i...ndependence. For example, at snack time, children make their own toast, with a member of staff carefully watching nearby. The setting is calm.

Children enjoy sitting in the book area or taking part in story time with an adult. Staff treat children with respect and listen to their views. Children play well alongside their friends.

They include others in their activities and ensure that everyone has someone to play with. In the craft area, older children work together to create their own models out of recycled materials. Children look forward to 'Wow Wednesdays' where they learn new skills, such as chocolate making or drumming.

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

Leaders are passionate about what they do. They regularly evaluate the service that they provide, and engage with other professionals to gain advice on improvements. For example, they have identified the need to develop the way that they teach children about fundamental British values.

Staff help to teach children to take turns and make their own choices.Leaders deploy staff effectively. They ensure that staff are aware of the area that they are responsible for.

Staff plan activities in advance and share what they are doing with colleagues. They ensure that there is a balance of activities on offer to cater for different interests. There are routines in place for different parts of the session.

However, at times, the transitions between activities are a little slow, and children become bored as they as they wait for an adult to start the next activity.Leaders have high expectations of staff. There is a rigorous recruitment process and an extensive induction programme.

Staff have good skills and are well matched to the roles that they have within the setting. Leaders observe staff working with children and support them with ongoing training, such as in safeguarding. Staff feel valued and included.

Staff support children with special educational needs and/or disabilities (SEND). They communicate well with school staff to ensure consistency of provision for children with SEND. Staff are well aware of children's needs and put in place additional measures to support them.

Leaders take part in meetings with other professionals and children's families, such as safeguarding and welfare meetings for children with complex needs.Staff are kind and caring. They know the children well.

They talk about what the children like to do in the club and how they have adapted activities to suit them. For example, in the craft room, children are now able to access more materials for independent activities. Children are well behaved and keen to learn.

Staff promote healthy lifestyles, including children's emotional well-being. Children are able to access a wide range of physical activities that are led by suitably trained staff with coaching qualifications. For example, children learn dance routines and martial arts.

Children are provided with a range of healthy snacks. At snack time, staff set up tables so that children can be sociable and talk to each other as they eat. Staff ensure that children have moments of quiet time when needed.

Parents are happy with the variety of activities on offer. They report how their children enjoy coming to the setting. Parents appreciate the positive rewards that the children are given, such as 'star of the week' certificates.

However, parents would like more communication from staff on their child's day to provide a consistent approach between the child's home and the setting.

Safeguarding

The arrangements for safeguarding are effective.Leaders ensure that all staff regularly update their safeguarding training.

Staff take part in weekly quizzes where they discuss what to do in different safeguarding scenarios. Leaders have established good systems to report concerns about a child and share concerns with other agencies where appropriate. Leaders follow safer recruitment practices when employing new staff.

Staff carry out effective risk assessments of the premises and equipment. Children are signed in to the club on arrival and signed out when they leave with their parent or carer. Leaders ensure that all staff have full paediatric first-aid certificates to enable them to attend to any medical emergencies effectively.

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