Brighouse School’s Out Scheme

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children are happy, confident and sociable. They develop a strong sense of belonging through their active involvement in how the club is run.

For example, children contribute their ideas in relation to activities and the club's menu. Children are eager to play in a fun and welcoming environment. They are able to readily select from a broad range of play materials.

This helps to promote their independence.When the club closed during the COVID-19 pandemic, staff kept in close contact with families. This helped to support children's emotional well-being and kept parents well informed about the club and any changes.

F...or example, staff carried out video communication and shared information through their website and social networking platform.Children interact positively with the friendly staff. They enjoy staff's enthusiastic engagement, for example while baking, listening to a story about being kind and drawing self-portraits on the chalk board.

Children help to create a wooden plaque reflecting the club rules, which staff display outside the entrance. Children follow the club rules well. They demonstrate positive and respectful behaviour.

Children patiently take turns and share baking resources. They focus well while scooping the bun mixture into the bun cases, which they skilfully count.

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

Staff effectively reinforce essential skills that children develop as they move through school.

As part of this, staff provide fun activities around early literacy and mathematics. For example, children complete Bonfire Night themed word searches and follow the bun recipe. They use electronic and more traditional scales to weigh ingredients.

Staff help children to be healthy and active. They implement good hygiene routines and display signs and posters that children have made. Staff provide healthy meals and snacks, including a freshly prepared tea.

They also use visual charts to monitor and limit children's screen time when they access the video games console and tablet.Staff plan and provide an exemplary range of activities linked around themes, such as autumn. They ensure that all children can take part in the activities on offer, regardless of the days they attend.

This promotes inclusion. Staff encourage children to recognise and celebrate differences between different people.Parents are well informed about what their children like to do at the club.

For example, staff share photos via the social networking platform and create memory books that capture children's time at the club.Staff help new children to complete booklets about themselves, to support their transition to the club. They also organise a 'buddy' system to help children settle.

However, there is scope for staff to develop communication with Reception staff, to complement children's care and experiences as they move between settings.Although staff found that children settled well when the club reopened after lockdown restrictions, they created resources, such as a worry jar and worry teddy. This enabled children to share any concerns or anxieties, which helped to support their emotional well-being.

Children are very much at ease as they readily talk about their robot model and help themselves to water and fruit.Staff's qualifications and in-house training have a positive impact impact on the quality of their interactions. They model how to do things and enhance children's imagination while engaging in the creative 'farmers market' role-play area.

Children have great fun attempting new skills, such as cracking an egg. Staff motivate and encourage children to try again when they are initially unsuccessful, which encourages great focus and perseverance.Staff help children to learn about keeping themselves safe.

For example, they display posters about online safety and talk about being safe on Bonfire Night. Children engage in risk-based play indoors and outdoors. This helps them to test limits, explore boundaries and learn to manage potential hazards.

Staff celebrate children's achievements which helps to foster their self-esteem and confidence. For example, they display children's artwork on the 'Be as proud as a peacock' board.The provider and manager continually reflect on practice, in consultation with parents, staff and children, to identify areas for development.

Safeguarding

The arrangements for safeguarding are effective.The provider has rigorous procedures for recruiting and vetting staff. This ensures that they are suitable to work with children.

Staff undertake effective risk assessments to help children stay safe and healthy. This includes those related to COVID-19. For example, staff place hand gel and posters outside the entrance and they undertake temperature checks prior to any adult or child entering the club.

Staff have a secure knowledge of the signs of possible abuse. Staff fully understand how to report their concerns, in order to protect children. The manager checks staff's safeguarding knowledge, for instance through quizzes during staff meetings.

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