Ashley Down After School Club - Main Site

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children excitedly join staff in their school playground before walking to the club.

Staff offer a warm welcome and children approach them to tell them about their day. Staff talk to teachers from the school to gain important information about the children's day, particularly for children with special educational needs and/or disabilities (SEND). Staff use this information to support children and ensure they are happy and settled in their care.

All children go straight to specific activities within the club when they arrive. They play and engage in the activities and resources offered. Children say they enjoy their time at... the club and many ask for more time to play when parents arrive.

They play with a variety of activities inside and outside that have been specifically chosen by staff to follow children's interests. Children play football and other active games, such as skittles and gymnastics. They spend considerable amounts of time on activities and play harmoniously together.

Older children play chess and card games inside, while younger children develop their small-muscle skills in arts and crafts activities.

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

Staff know the children well and the key-person system is effective. They work closely with teachers from the school.

They are very knowledgeable about the children attending and meet their needs effectively. Staff plan a programme of activities for children closely based on what they like to do.Leaders provide staff with high levels of support.

They place high regard on having happy and well-trained staff. Staff feel valued by leaders and enjoy their work. They attend regular supervisions and staff meetings.

They use these opportunities to share ideas for improvements and to identify training that directly benefits the children. For example, they provided more resources and activities outside for children who did not want to play football. Children benefit from the fresh air and opportunities to be active.

They say they now enjoy being outside more.Staff build warm relationships with the children. Children are keen for them to join in their games and seek them out to play.

They chat with staff and enjoy the interactions. They laugh joyfully when staff tell jokes and follow up with their own. Children benefit from these positive experiences, which promote their confidence and social skills.

Children behave very well. Staff ensure children learn the rules and behaviour expectations. For example, they remind children that they need to stand still and listen when adults are sharing important information.

Children are polite and respectful. They share foods around the table at snack time. They say 'yes please' and 'thank you' to staff and children, demonstrating good manners.

Staff encourage children to develop healthy lifestyles. They ask children what foods they would like to have at the club. They use these discussions to teach children about healthy eating.

Children select from the healthy foods offered at snack time. They follow good hygiene routines. For example, they know to wash their hands before eating.

Staff create good relationships with parents. They share information in newsletters, on parent boards and discussions upon collection. They seek regular feedback from parents and children through discussions and surveys.

Parents say they are kept well informed about what their child has been doing. They say that their children love coming to the club and speak highly of staff. Parents are confident that their children are well cared for and safe at the club.

Staff place high priority on the safety of children. Children are safely escorted to the club after school. Staff supervise children at all times.

They count the number of children when travelling from the school site to the club to ensure no one is left behind. Adults and children wear high-visibility jackets and are easy to identify on the journey. Children know the rules they needs to follow when walking to keep them safe.

Safeguarding

The arrangements for safeguarding are effective.Staff complete appropriate safeguarding training. They have a good understanding of what to do if they have a concern about the welfare of a child.

They know how to identify and act on safeguarding issues, such as extremism or female genital mutilation. The recruitment process is robust to check staff are suitable to work with children. The manager also conducts regular checks to verify their ongoing suitability.

Staff prioritise the safety of children. They carry out daily risk assessments, inside and outside, to help minimise any potential hazards in the environment. The premises are secure, so that children cannot leave unsupervised and unexpected visitors cannot gain access.