ACA The Activity Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children arrive at the club with a member of the school staff. They are happy and eager to explore the activities on offer.

Children are confident in their environment and fully understand the expectations and routines of the club. They are greeted by enthusiastic and attentive staff. Children know where to store their bags and coats and enjoy a fruit snack and drink before they choose an activity.

Staff show a genuine interest and kindness towards the children and discuss their day at school. An effective key-person system is in place, and young children have established close bonds with their key person. Children of mixe...d ages play well together and have made friendships.

The older children are very helpful and caring toward the younger ones. They help them in their activities and include them in their games. Children's behaviour is very good.

Children are very secure and confident in their environment. They choose where to play and have great fun outdoors. They enjoy the fresh air and opportunities to be physical and run around.

They learn new skills as they play football. Children who prefer quieter activities indoors can engage in chosen creative activities. They show sustained concentration as they make wonderful creations using beads.

Artwork is celebrated and displayed around the room developing the children's sense of belonging.

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

Children enjoy their time at the club. They excitedly arrive and are keen to explore the fun activities provided.

Staff are caring and know the children well. They speak to the children with respect and have good interactions with them. The key-person system is effective, and young children are consistently cared for by familiar staff.

Children's emotional well-being is supported. For example, staff offer reassurance, cuddles and a quiet space to relax if children feel sad or need time to relax from the school day.Children's interests are fully supported.

For example, requests to play magnetic darts are swiftly organised for them. They giggle and encourage one another as they make good efforts to get a 'bullseye'. Children thoroughly enjoy colouring.

Quality resources are available, and children take care with the toys and equipment. They sit happily in groups and colour, cut and stick, using a wide selection of creative materials as they discuss their day at school.The management and the staff have established positive working relationships with the host school.

They share relevant information to ensure continuity of care for the children attending. Regular meetings with the headteacher and club staff ensure that key information is shared.Staff have established positive, friendly and professional partnerships with parents.

Parents say they feel reassured leaving their children at the club. They comment that the children have a fun time, are keen to attend and are happy and settled. Parents welcome the personal handover when they collect their children and feel they are fully informed regarding their child's time at the club.

Children enjoy a healthy fruit snack on arrival. They can make choices at teatime as to what fillings they want in their wraps. A well-balanced, healthy menu is available.

Teatime is a sociable occasion, and children sit and eat with their friends, demonstrating good manners. Children can take care of their personal needs independently and know to wash their hands, without prompting, when visiting the bathroom.The manager and her deputy are very organised, which helps to ensure that the club is run efficiently.

The manager is very 'hands on' and routinely monitors staff practice. Training needs are discussed and supported at regular supervision meetings. Staff comment that they enjoy their work and feel valued and part of a team where their ideas are welcomed.

Safeguarding

The arrangements for safeguarding are effective.The manager and her team have a secure understanding of how to protect children's welfare. Priority is given to complete appropriate safeguarding training before staff commence their role.

Through ongoing training, team members ensure that they are fully up to date with the process to follow should they have a concern. This includes a sound knowledge of the whistle-blowing procedure. Staff demonstrate they have a good knowledge of the possible signs and behaviours that would cause concern a child may be at risk.

This includes the wider aspects of child protection, such as county lines and 'Prevent' duty. Robust recruitment procedures, ongoing suitability checks and a thorough induction, ensure that children are cared for by people suitable to do so. Children are supervised well.

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