St Mary’s Ashford Play Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children arrive happily, separating from their teachers well as they enter the after-school club. They display a secure understanding of what is expected of them. For example, they know where to place their belongings, and confidently approach the warm, welcoming staff who sign them in.

This helps staff to record the attendance of children as they arrive. Children display high levels of confidence and concentration. They access the resources available to them straight away, becoming engrossed in their play.

For example, children show a particular interest exploring the role-play kitchen. Older children develop their creati...ve skills as they make pretend money. This encourages a highly sociable experience for all children as they engage in a role-play shopping activity.

Staff provide children with plenty of opportunities to make their own choices. They regularly encourage them to decide which activities they would like to take part in, such as badminton. As a result, children display high levels of respect towards the staff.

For example, they respond well when staff give gentle reminders about the behavioural expectations. Staff explain to children the importance of sitting down until they have finished eating and help them to understand the potential risks of choking.

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

The provider has high expectations for the setting.

She works closely with the manager to ensure children experience a warm, home-from-home environment. Staff know the children well, and organise purposeful activities that they will enjoy. For example, children access a cosy area with blankets and beanbags, where they enjoy looking at books independently.

Staff recognise the importance of giving children a quiet space to enjoy after a busy day at school.Children enjoy being creative and engaging in arts and craft activities. They use the variety of resources to develop their imagination.

For example, younger children show strong concentration skills as they draw a picture of their family. Older children act as good role models as they provide praise and initiate conversations about their creations. This helps children to develop their creative skills.

Staff support children to develop their independence skills. They have opportunities to make their own sandwiches at snack time. Children have fun as they select the healthy fillings available to them.

Younger children develop their fine motor skills as they carefully spread the butter.Children have plenty of opportunities to engage in physical exercise. They access the outdoor space where they use scooters or take part in a game of football.

The provider offers extra sports activities to help children develop their strength and coordination.The manager ensures children have access to healthy snacks. She provides fresh fruit, drinking water and offers children a snack.

Staff are aware of children with dietary requirements and ensure alternative choices are offered, showing the individual needs of children are being met. Children enjoy taking part in discussions to share their ideas on which snacks they would like to have. This gives children a sense of belonging as staff value their opinion.

Staff show a keen interest in children's day at school, asking them questions about the medals and stickers they had achieved during sports day. Children are proud of their achievements as they talk about which team won. This helps children to develop into confident talkers and builds on their self-esteem and confidence.

Parents speak positively about the staff and the setting. They comment on how much their children enjoy attending, and appreciate the support they receive from staff. Parents say they have good communication and the manager is responsive to any of their requests.

Overall, partnerships with parents are strong.The provider places strong emphasis on supporting staff's professional development. She ensures staff engage in regular training sessions.

This allows staff to keep their knowledge up to date, ensuring the needs of children are consistently met. For example, they have recently completed a course on how to support children's mental health.

Safeguarding

The arrangements for safeguarding are effective.

Staff have good safeguarding knowledge. They display a secure understanding of the potential signs and symptoms of abuse, and know the procedures to follow if they had concerns about a child. Staff complete safeguarding training regularly to ensure their knowledge is kept up to date.

They know what to do if an allegation was made against a member of staff. Risk assessments and checks are completed daily to ensure the environment is suitable for children to use. The provider has robust recruitment procedures in place to ensure suitability checks are carried out.

Also at this postcode