Awesome Childcare Extended School Club Alexandra Primary

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision does not meet requirements Children do not have sufficient space in the classroom, where the club is based. This means children cannot move around as freely as possible, making it unsafe in an emergency.

Most of the floor space is taken up by large tables and chairs. In addition, routine activities are chaotic and noisy. Children do not always know what they are supposed to be doing when there is a change of routine activity, such as outdoor play and when they have snack.

This is because behaviour management strategies are not embedded into everyday practice. For instance, when staff want to gain all of the children's focus and attention, th...ey clap their hands. However, children do not stop what they are doing to join in with the staff.

Instead, they carry on talking to their friends and engaging in their activities.In addition, some children's emotional well-being is not supported sufficiently by staff. Staff do not understand how to resolve ongoing conflicts between older children.

Staff do not encourage children to speak to each other and negotiate solutions that they all agree with. As a result, children do not learn strategies to resolve conflict. This has a negative impact on children's confidence and emotional well-being.

Despite these weaknesses, children are polite and follow instructions when staff speak to them in a one-to-one or small-group situation. Overall, children have formed good relationships with staff. Children demonstrate a willingness to have a go and persevere with their chosen activities.

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

Staff plan a range of interesting activities, some of which build on children's previous experiences at school. For example, they draw detailed pictures and create imaginative stories. Younger children write their names and proudly show off their spelling to visitors.

This also builds on their reading and further develops their writing skills.Overall, there are positive interactions between adults and children. Staff play alongside the children and ask them simple questions to help them identify size and colour and count objects.

They role play cooking with children, which encourages sharing and taking turns. Staff talk kindly and steadily to the children to describe what they are doing and what they could do. This supports children's communication and language skills well.

Staff encourage children to use materials such as wool, paper plates, card, and glue. For example, children experiment imaginatively as they create alien models. Younger children work with their friends to design their own obstacle course, using colourful construction pieces.

However, due to the limited space, children at times cannot easily access the resources they need.Children get plenty of fresh air and exercise in the school playground. They enjoy energetic games, such as football, hoops, and small ball games.

This helps to boost their physical skills. Children practise dance and drama on the outdoor wooden stage, and some practise songs. This helps them to make links between different aspects of what children learn at school.

Staff promote children's health and hygiene well. Children enjoy a range of nutritious, light snacks, including fresh fruit. Children understand the benefits of washing their hands after outdoor play and before eating.

However, the organisation of hygiene routines is a lengthy process, as there is only one toilet within the classroom.The manager's self-evaluation includes the views of staff, parents and the children. However, they are not evaluating their provision effectively enough to identify how they could improve.

Staff monitoring is in place. However, this practice is not being used as effectively as possible to drive forward the quality of the provision for children. For example, the manager does not support staff's continuous professional development, particularly in how to support children's behaviour and emotional well-being.

Partnerships with parents are positive. Parents say they are happy with the care and activities staff provide. Children also say they enjoy the activities staff plan and meeting their friends at the end of the school day.

Safeguarding

The arrangements for safeguarding are not effective.Children's safety in the event of an emergency, such as an evacuation, cannot be assured. This is due to the lack of space, size and organisation of the club room.

However, the manager and staff know how to identify the signs and symptoms of abuse. They know they have a duty to act, respond and report concerns immediately. Staff also understand signs that may indicate a child is learning extreme views or ideas, and they know how to report their concerns.

Furthermore, staff ratios are well maintained, and children are learning to keep themselves safe. For instance, when the weather is hot, children understand that they need to play under a shaded, covered outdoor area to protect them from the sun.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure the premises, including overall floor space, are fit for purpose and organised for the children 30/06/2023 develop a secure understanding of how to manage children's behaviour appropriately, specifically in relation to using timely methods to support children to understand changes to routines 07/07/2023 undertake appropriate training and professional development to enable staff to support children's emotional well-being.

30/06/2023

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