Rama Life at Frogmary

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children arrive at the holiday club happy and are eager to engage in the well-planned activities. They enjoy a wide variety of experiences, such as building dens, cooking and crafts.

Children listen well to instructions and stop and listen when staff indicate they need their attention. Children have good opportunities to make choices and contribute their suggestions to the planning. This supports their feeling of belonging and helps them to know staff value their opinions.

Staff reassure children who may be nervous about taking part in activities such as lighting a fire. After sensitive discussions, children happily decide... they will have a go, gaining a strong sense of achievement when they succeed.Children of different ages, abilities and backgrounds have positive relationships.

They enjoy their time together and develop friendships that continue in school. Older children are thoughtful towards the younger ones and help involve them in activities and games. For example, they work together to solve problems, such as using connecting shapes to make a seat they can sit in.

They have good small-group discussions, such as about their experiences camping, and young children recall sleeping in a tent. Parents confirm that their children soon gain confidence and ask to attend the club more often.

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

The directors employ staff with qualified teacher status to lead the club.

Staff have a good knowledge of their roles and responsibilities. They have daily discussions before children arrive to ensure that they know how to support children's individual needs. They plan effectively, focusing on enabling children's independence, resilience, problem-solving skills and a positive attitude to learning.

Children are eager to see the staff on arrival and are keen for them to join their games. Children behave well and know the rules are in place to help keep them safe, having fun and being kind to others. There are plenty of team activities, so children learn to work together, share and think of others.

Overall, staff plan and organise the premises well. Children have good opportunities to be outdoors and use a wide range of good-quality resources. For example, children skilfully balance on stilts and use their imagination to create their own headbands.

Children make independent choices, indoors and outdoors, during free play. However, staff do not plan cosy areas for children to relax and use books.Children manage their personal needs independently and gain a good understanding of the importance of keeping healthy.

They wash their hands after using the toilet and before eating. Children help themselves to regular drinks to keep hydrated and wear hats and sun cream to keep safe in the sun. Children have lots of exercise and instigate their own games, such as chase and football.

Staff provide an inclusive environment. They engage children in appropriate discussions that help them to develop a positive awareness of their uniqueness and other people's differences. They work closely with parents and schools to ensure that they meet the needs of children with special educational needs and/or disabilities.

Children use a wide range of vocabulary and staff add to this during activities. For example, young children learn about friction and sparks as they learn to light fires. Staff engage children in lively discussions and most children are eager to contribute.

Sometimes these discussions can be a little too long for younger children, who occasionally lose concentration. Although they behave well, some get restless.Parents confirm the good partnerships staff have with them.

Staff greet them and their children every morning and exchange important information. Parents were eager to talk to the inspector and confirm how much their children enjoy coming to the club. They comment that the staff are welcoming and friendly.

The nominated individual (NI) seeks staff''s and parents' feedback to help her make continuous improvements. Staff involve children in evaluating the activities and planning, to find out what they enjoy and what else they would like. The NI talks frequently with her staff and provides regular support and supervision, especially in meeting the needs of the youngest children.

Staff are positive and enthusiastic about working in the club.

Safeguarding

The arrangements for safeguarding are effective.All staff receive online safeguarding training and an annual refresher from the designated safeguarding lead.

Staff have a good knowledge of what to be aware of and the procedures to follow should a child be at risk of harm. Staff know who to go to outside of the organisation if they have any concerns about a colleague. All staff undergo the same rigorous recruitment procedures and the NI regularly checks their continued suitability to work with children.

She understands her responsibility to inform Ofsted of any changes to her own suitability. Staff carry out good risk assessments and provide good support for children to have an effective understanding of keeping themselves safe. For example, children discuss internet safety, comment on safe behaviour and know what risks there could be when lighting fires.

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