Addventure Club @ Gateway School

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children are eager to join in with the wide variety of activities that staff plan for them.

For example, when playing imaginatively, children create shopping lists for their friends. Children enjoy sensory play as they mix porridge and retell 'Goldilocks and the Three Bears'. Children demonstrate positive attitudes.

They concentrate well and persevere as they experiment joining construction materials together to make models. Children test out their ideas such as when they roll wheeled vehicles they make along the floor to see how far they travel. Children listen attentively to the rules in group games.

They laugh ...and giggle as they chase their peers and try to intercept their ball as they learn to bounce it. Children's views are welcomed in club. When they begin attending, children share information about what they like to play with.

This helps staff to meet their interests. At other times, children eagerly place pom-poms into pots to vote for stories at quiet time.Children learn how to keep themselves safe.

For example, during daily registration times, they recall how to evacuate in an emergency. Children also learn road safety procedures during outings. Children benefit from staff's consistent and high expectations throughout their routines.

Children understand and follow club rules promptly, such as putting toys away when they hear the tidy-up song.

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

The provider and staff team have considered what it is that they want the youngest children to learn. They explain the skills they want children to develop, such as being independent, solving problems, cooperating with others and managing their emotions.

All staff promote the overall vision to 'have a holiday to remember'.Staff share a secure understanding of the individual children who attend. They are able to talk about children's individual interests and they build on these during their activities.

For instance, when children tell staff about the distinguishing features of whales and dolphins, staff provide opportunities for them to draw them. This develops children's interests and also their pencil control.Staff include opportunities to develop children's mathematical skills during their routine activities and play.

For example, children confidently count the number of passes they can successfully complete during throwing and catching activities. They are keen to count the number of children present at registration time.Staff are very effective in supporting children's behaviour.

For instance, they consistently implement strategies to support children when they struggle to manage their emotions. Children have free access to a calming area and toys, which they can use to help them begin to relax.Staff help children to learn about healthy eating.

For example, as part of their routines, children learn about the importance of keeping hydrated. Staff listen to children's ideas and involve them in setting up new procedures, such as for free access to fruit throughout each session. This is helping children to make healthy choices.

Staff ensure that children have plenty of opportunities for fresh air and exercise. For instance, children enjoy outdoor activities, such as team games. Older children in particular comment on how they enjoyed their recent 'football day', where they had competitions with different teams.

Staff are proactive in developing positive relationships with staff at other settings that children attend. For example, before holiday club starts, the manager contacts relevant staff at local schools to find out what children need to learn next. This helps club staff to plan appropriate opportunities to extend children's skills.

Managers adopt robust recruitment procedures. These help ensure that staff are suitable to work with children. For instance, they advertise positions, interview candidates and observe them working with children.

Staff report that they are supported well through a thorough induction process. This helps them to become familiar with policies and the way the club runs prior to them starting in their positions.Staff report that they feel valued and well supported in their roles.

Managers monitor staff practice and give feedback. Staff talk about the targets that they are currently working on to help them in their planning and delivery of activities.

Safeguarding

The arrangements for safeguarding are effective.

Managers have robust procedures in place to ensure that children are supervised well during their activities. For instance, staff deployed in different locations communicate with each other using walkie-talkies to communicate changes or movement of children in each location. This helps staff to keep children safe.

Staff have a secure safeguarding knowledge. They know how to respond to particular concerns, such as if a child were to arrive with an existing injury or if they were to have concerns about staff practice. Staff have a thorough understanding of the local safeguarding partnership procedures, should they need to refer any concern about children's welfare.

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