Sutton Out Of School Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children eagerly join their friends and settle very quickly on arrival, particularly those children who have most recently started.

They have lots of fun in a welcoming and very stimulating environment. Children of mixed ages engage in many activities they enthusiastically choose for themselves. For example, outdoors, children giggle as they excitedly bounce and twirl on a spinning seesaw and eagerly manipulate and mix foam and flour together in a large tray.

Staff skilfully encourage children to use their senses and have a go. They help to promote children's curiosity well, for example by asking them questions to spark th...eir keenness and exploration further. Staff have high expectations for all children and they are very good role models.

Staff are enthusiastic and caring. This helps to promote children's good behaviour and emotional well-being.Children thoroughly enjoy their time at the club.

They behave well and show kindness towards each other. For instance, children share toys and wait patiently for their turn. This shows that they are emotionally secure and they feel safe.

Staff keenly join children in their play, for example they play 'hangman' together. Children eagerly master new skills. For example, they successfully use chopsticks as they pretend to eat play rice and noodles.

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

The manager monitors the quality of staff performance and the environment to identify strengths and areas that can be improved. For example, staff have created a stimulating outdoor area that includes a fairy garden. The leader has very successfully changed routines when children first arrive.

This means the youngest children settle quickly in a quiet environment to further promote their emotional well-being.Leaders seek and value the views of parents. Following feedback in parent surveys, parents now find out who their child's key person is, for a consistent approach.

Staff successfully seek and value the views of children to further develop their self-esteem and sense of belonging. Children are involved in developing rules to further promote British values such as democracy and the rule of law. They are given many choices during their play and staff promote their independence and confidence well.

Staff develop strong partnerships with parents, teaching staff and headteachers. For example, the leader and staff liaise closely with teaching staff for consistency in care and learning, and children's ongoing safety and well-being. The leader gains information from parents about children's individual needs, interests and abilities for a seamless approach to children's care.

Children are engaged and have fun, which shows that the range of planned experiences and activities meet children's individual needs. For example, children concentrate as they create alien pictures from a range of collage materials and play imaginatively with props and puppets, such as 'Goldilocks and the three bears'.A key person is quickly assigned to all Reception-age children to help promote their emotional well-being.

Less confident, younger children are supported superbly by the caring and consistent staff team. For example, staff sensitively encourage children to sit in a cosy book area and read stories together, to further promote a love of books and reading.Interactions between staff and children are good.

For example, staff encourage children to share their ideas, and consistently comment on activities children keenly take part in. Staff sit with children at every opportunity to engage them in conversation and play.Staff teach children about healthy lifestyles.

Children are physically active and enjoy plenty of time outdoors. They are offered a healthy light tea every day. For instance, they thoroughly enjoy a range of fresh fruit and a warm muffin, and choose milk or water to help keep them hydrated.

Children consistently show excitement and enjoyment. For example, they confidently use an electronic device to keenly dance to music they independently choose. Older children concentrate as they creatively build models with construction pieces.

Staff consistently praise children for their efforts, to further promote their self-esteem.Self-evaluation is of high priority. However, during the inspection, staff did not complete full details of children's hours of attendance.

This was an administrative error, which was corrected during inspection and with no impact on children's safety and well-being.

Safeguarding

The arrangements for safeguarding are effective.The leader and staff successfully demonstrate their safeguarding responsibilities.

They regularly attend safeguarding training to update their sound knowledge. This helps them identify, understand and respond to signs of possible abuse and neglect. The leader and staff understand their role to protect children from extreme views and beliefs.

They have a shared responsibility to keep children safe. The leader and staff confidently explain the local procedures to follow if they have a concern about a child's safety. The premises are secure and leaders carry out daily checks of the environments to ensure they remain safe for children to use.