Langstone Out of School Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children are happy and excited at the out-of-school club. They arrive from their classrooms and confidently put away their coats and bags.

Staff build positive and meaningful relationships. They welcome children warmly, reassuring those who are still settling in. Children quickly become involved in the many interesting activities that have been set up for them.

Children behave well. They understand what is expected of them. For example, when staff hold up their hands in the air, children acknowledge that this is a signal to stop, look and listen.

Children demonstrate a high level of respect for one another. They p...lay kindly together, frequently involving each other in games, such as tag. Children understand the importance of sharing, and calmly wait their turn for items of outdoor equipment.

Leaders carefully plan activities that follow children's interests and build on their learning. For example, staff provide plenty of equipment to encourage children to develop their early writing skills. This includes large whiteboards and a variety of mark-making tools.

Children draw creatively and staff offer them plenty of guidance and praise.

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

Children have plenty of opportunities to explore their physical skills. They excitedly run and jump and play with large hoops in the spacious playground.

Children laugh and giggle as they enjoy dancing together with pom-poms. Staff support children with ball skills. They play catching and throwing games together.

Staff encourage children's communication and language well. They discuss the different activities that they have set up at the club, and engage in friendly conversations about bonfire night. Children demonstrate that they feel comfortable talking to staff.

They talk openly about their school day and discuss any worries that they have. Children's well-being is fully supported by staff.Leaders provide staff with regular opportunities to engage in training.

For example, they have recently completed a course to extend their knowledge of the early years foundation stage. This has enhanced their understanding of how to extend and build on younger children's learning. This also supports staff to continuously build on their professional development.

Parents speak highly of the out-of-school club. They say that their children always talk excitedly about the painting and craft activities. Furthermore, parents discuss the excellent communication that they receive from staff each day.

Parent partnerships are strong.Staff provide children with a variety of different foods items to try. Children construct their own wraps and sandwiches to enjoy together at snack time.

Staff encourage children to try portions of the many fruits and vegetables available. Children are supported in making healthy lifestyle choices.Children are highly engaged in the many exciting activities that are set up for them.

They explain that they especially enjoy the pretend cafe, where they can make the grown-ups pretend food. Children remain involved in their creative activities for long periods. They learn to cut, stick and join different materials as they make firework rockets.

Staff follow younger children's interests and build on their curiosity. When children enjoy exploring the toy animals, staff count them and help children to organise them into different groups. Staff extend children's learning as they discuss the names of each of the baby animals.

Leaders ensure that they receive plenty of information about each child before they start at the school club. They liaise with school teachers and the special educational needs coordinator. This ensures that all children are supported fully.

Staff also complete an 'All About Me' form to support them in creating purposeful activities that build on children's learning.

Safeguarding

The arrangements for safeguarding are effective.Leaders have a robust safeguarding policy in place.

This is frequently reviewed and shared with parents. Staff carry out daily risk assessments to ensure that the areas of the school they use are safe and secure. Leaders ensure that staff complete mandatory safeguarding training.

This heightens their knowledge of concerns, such as female genital mutilation and county lines. Staff explain the symptoms that may lead them to be concerned that a child has become victim of abuse. Staff know the procedure that they must follow if they have a concern about an adult working with children.

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