Simply Out of School Sacred Heart

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Staff in the setting know the children very well and help them to settle in. There are warm relationships between staff and children.

At snack time, children confidently talk to staff and other children. They share information about school and engage in friendly, cheerful conversation with each other. Children are very well behaved.

They are polite and use their manners with each other and with staff. Children help staff to take equipment outside and collect plates after snack. Older children help the younger children and enjoy this responsibility.

Children happily share with each other and involve each other in t...heir games.Children enjoy opportunities to play outside. They let off steam as they run and play ball games with each other.

Inside, children focus on a variety of craft activities, which help them relax and develop their physical skills. Staff set up activities that are based on children's interests and they also provide opportunities for choice. They help children to set up a play dough activity as well as move floor mats around, so that children can dance.

Staff have provided a suggestions box and actively help children to use this throughout the session. This helps children feel empowered to give their opinions on the activities and experiences they want the setting to offer.

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

There are strong, professional relationships between management and staff.

Managers use information and communication technology (ICT) effectively to communicate with staff and parents. Managers take the feedback from staff and children seriously. Staff feel well supported and feel that their opinions are heard in the setting.

Leaders are committed to providing quality out-of-school provision for children. They carry out regular monitoring visits of the setting and support staff through regular reviews. Managers support new staff well when they start in the setting.

They give staff the training they need to complete their jobs well.Staff are committed to providing an inclusive setting. They celebrate festivals to enhance children's cultural understanding.

Staff adapt activities to meet the needs of individual children. Children enjoy playing with a wide range of activities that staff choose with care and purpose. Children focus and concentrate on their play.

When there are occasional disputes over resources, staff deal with these positively and quickly.Staff work closely with the school, sharing information to help them meet children's individual needs. There is a key-person system in place, which helps children to feel emotionally safe.

Staff keep children physically safe. They ensure gates and doors are kept locked and they identify adults before children leave the setting with them.Children enjoy a range of healthy snacks.

Staff ask children what they would like to eat and support some children to get involved in snack time. However, there are limited opportunities for all children to develop their independence at snack time, as staff serve the food to them.Parents are happy with the care their children receive.

They speak positively about the flexibility that the setting offers. Parents comment on how older children's needs are met. The setting records accurate information about children, storing this securely on their ICT systems.

This means that staff can effectively care for children with different dietary or health needs.

Safeguarding

The arrangements for safeguarding are effective.Managers have developed robust safeguarding policies and procedures.

They follow safer recruitment guidance and carry out appropriate checks on staff to make sure they are safe to work with children. Staff know signs that would concern them that a child was being harmed. They also know signs that a child may be vulnerable to radicalisation.

Staff know the local area well and are aware of issues that local children and families face. They undertake child protection training regularly and know who they would report concerns to. Staff can identify those that take the lead on this in the setting and know who to report concerns to outside of the setting.

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