Adventure Time Activity Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children arrive with big smiles and are happy to see their friends.

They are independent and know the rules and routines of the club. For example, they hang their coats and bags up, then wash their hands before snack. Children like to be helpful.

They volunteer to hand out cups and water to their friends. All children are kind and respectful to one another. Older children chat with younger children while they eat and talk about their day at school.

New children settle in quickly. They feel welcome and included. Children remind each other about where the toilets are and to wear hats while they are outside in the su...nshine.

Staff praise children for looking after their friends. Children tidy up the classroom before they go onto the field to play. They put their art and craft creations in their bag.

Children are proud of what they have made and are eager to show their parents when they come to collect them. Parents comment highly on the provision. They state their children 'never want to go home' and form great friendships.

Parents value the flexible service and the home-from-home environment, where their children feel safe and secure.

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

Staff help children learn how to manage their own safety effectively. Children assess risk and know they can only climb a tree or other climbing equipment that they can reach while standing on the ground.

They love to be outdoors and balance on rope bridges. Children recognise when there may be too many people on it. They suggest some of their friends step off so 'no one gets hurt'.

Children are expressive and have good self-esteem. They make up songs and sing to each other. Some children dance and put on 'shows'.

Children are confident. They tell staff how they feel and what they need. Staff meet the needs of all children well.

For example, staff amend what activities are on offer. They make sure all children are engaged and have high levels of well-being.Children show motivation to build a complex marble run.

They enjoy trying to solve problems. Children persevere to join different components and make the structure taller. They tell staff that they are 'going to test it first'.

Staff suggest alternatives and children decide which option they prefer. Children display a great sense of achievement as the marbles make it from the top to the bottom.Staff provide opportunities for children to develop their hand-eye coordination skills.

Children practise throwing and catching tennis balls. Other children kick footballs to each other. Children are resilient and enjoy a challenge.

They think carefully about where their hands and feet will go on the climbing wall. Children show good agility as they successfully manoeuvre their way along.Children are curious about numbers and time.

They ask staff to 'time them' while they race up and down the playground. Staff tell them they were '37 seconds' and '32 seconds'. Children count the difference in seconds and try to beat their times.

They tell staff their 'hearts are beating fast'. Children take turns and cheer their friends on while they race.Staff support children to learn about healthy lifestyles.

They further children's knowledge about food and good mental health. For example, children make pancakes or fruit kebabs. Children enjoy learning about new ingredients.

Staff provide meditation sessions. Children place stones on their tummies and watch them rise and fall. Staff help children to focus on their breathing and children feel calm.

Leaders work in close partnership with the school on site. They participate in training with the school and further their own professional development. For example, staff attend training on forest school activities.

Following this training, older children learn new skills and take part in advanced forest school activities, such as whittling.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

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