Bovey Tracey After School Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children busily enter the after-school club and talk to their friends and staff about their school day. They settle quickly and respond to adults when they raise their hand, indicating their time to listen. Children sit quietly at tables while staff take the register to ensure everyone is present.

Children listen carefully while staff inform them of visitors and of the activities they can engage in. Children say they feel safe at the club and comment how they can talk to staff if they ever feel worried. Staff provide children with warm, friendly relationships.

They listen to children's needs and enable them to express thei...r feelings freely. Staff provide children with a choice of inviting activities and children can choose to select others if they wish. For example, children excitedly explore the indoor and outdoor environment, finding an activity of their choosing.

Children group together to play team games. They play cooperatively, taking turns to shoot the basketball into the net. Older children enjoy using the monkey bars on the adventure playground.

Children show their upper physical body strength, successfully swinging from bar to bar until they reach the end. Younger children enjoy doing forward rolls over a metal bar. Staff support the youngest of children to enable them to join in the fun.

Children show a sense of achievement when they accomplish this.

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

Children confidently talk about their experiences at the club. For example, they comment on how they enjoy arts and crafts, outdoor play and building bricks.

They say staff listen to them and how they have lots of friends here. Children develop positive relationships with both staff and their peers.The transition from school to the club is seamless.

Most of the staff who work at the club also work at the school. This means they know children exceptionally well and understand their individual needs. Staff also encourage older children to be a buddy for the younger children and those new to the club, to help them become familiar with routines.

Staff attend training courses to help benefit children, such as increasing their knowledge of how to support children in managing their feelings and behaviours effectively. They listen attentively to children, encouraging them to 'use their words' to express their emotions.Partnerships with parents are effective.

They comment on how much their children love to come to the club and often say how hard it is to get them to come home at the end of the session. Parents feel that staff are flexible in accommodating their work needs and state how staff share frequent information with them. For example, staff provide parents with details on children's well- being, both from the school day as well as in club.

Staff understand the importance of keeping children safe from harm. They keep their child protection knowledge updated to ensure they can identify when children may be at risk. Staff know who to report their concerns to if necessary to ensure children's safety.

Children enjoy social times with their friends, such as during snack. They talk about what they are going to eat, such as fruit and crackers, and enjoy tucking into them after a busy day at school to replenish their energy levels.Children enjoy learning new skills.

Some groups of children create bracelets using bands, carefully manipulating them so they join together. Others learn how to make paper aeroplanes. They work together to find out which design is the most effective.

They then throw these to see whose aeroplane flies the farthest. Children adapt their planes to improve on them, ready for their next flight.Children enjoy participating in construction activities.

Together with staff, they make houses from small bricks. Children confidently share information about how they were built and the layout. For example, children say they have created an 'ice-cream parlour' and a 'wood burner for pizza' in their pretend house.

Children feel proud of their creations.

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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