Little Blue Van SH

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children enjoy their time at the after-school club and demonstrate that they are happy and settled. They are greeted warmly by staff as they arrive.

Children are familiar with routines as they put their belongings on allocated coat pegs and wash their hands before sitting down for snack. Children develop good relationships with the staff as they chat to them about their day at school and share the activities they did during the previous evening. They form good attachments with their peers as they eagerly sit together in their friendship groups around the table.

Children enjoy accessing a wide range of activities provided. ...Children become engrossed as they enjoy creative art activities, such as making rockets and bowls out of air-drying clay. They discuss the colours they are using and to whom they are going to give their finished products.

Children proudly show their completed items to staff, who provide praise. Children receive 'star of the day' awards for good behaviour and being kind to their friends. This helps to nurture children's self-esteem.

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

The after-school club and host school work well together. Teachers communicate closely with staff about children's welfare and their school day. This ensures that staff can effectively meet the needs of the children.

Leaders of the club work closely with the school office to ensure that attendance registers are up to date.Staff are kind and caring towards the children. They take time to support children with their craft activities.

Staff readily provide reassurance and support to help children who struggle to prepare for home time. There is a well-established key person system in place for younger children to ensure that their ongoing development can continue in the after-school club.Staff understand the importance of promoting children's physical health.

They are mindful that children need space and opportunity to unwind after a day at school. They provide opportunities for them to be physically active in the outdoor play area. Children enjoy playing dodge ball, running and climbing on the equipment.

During the summer months, they enjoy sports days on the field and 'scavenger hunts'.Children share their ideas and suggestions on activities they would like to do. Staff respond appropriately and provide children with a range of activities that suit their interest.

For example, children request for pens and paper to draw pictures. However, a recent change in the organisation of activities sometimes leaves children waiting for resources and activities to be set up. This leads to the children becoming restless.

Leaders have highlighted this and are currently re- evaluating how this could be improved in order to provide children with access to resources and activities consistently throughout the session.Parents speak highly of the after-school club. They report their children enjoy accessing the wide range of activities on offer.

They receive clear communication about their children at pick-up times. Parents appreciate the adjustments that staff make to suit the needs of their children, in particular children with special educational needs and/or disabilities.Staff report feeling valued and well supported by the managers.

Leaders monitor the quality of care closely. They use regular supervision sessions and team meetings to give staff helpful feedback on their performance. Staff are offered focused training opportunities to develop their skills, such as training in autism.

This helps staff to further support children and meet their needs effectively.

Safeguarding

The arrangements for safeguarding are effective.Leaders and managers have clear expectations of staff.

They provide regular training for staff to ensure that they are fully aware of how to keep children safe. Managers ensure that clear reporting procedures are in place. These provide detailed information for staff to access if required.

Robust recruitment processes are in place to manage safe recruitment. Staff carry out regular risk assessments in the setting to ensure that the environment is kept safe. Managers ensure that staff are appropriately deployed so that children can be supervised at all times.

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