Bubbles

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children show a strong sense of belonging at this calm club. They settle quickly as they arrive, after a busy day in school. Despite some changes during the COVID-19 pandemic, children understand the routines of the club and the expectations of staff.

For example, they hang up their belongings without help and sit at the table ready for their snack.Children have positive attitudes towards their play. They engage well in their chosen activities and follow their own ideas.

For example, children decide to draw pictures of superheroes on the whiteboard and say that they have 'drawn a red cape'. They develop their small-muscle ...skills while drawing around their hands to make a 'hand picture' and say, 'I'm doing nail polish on mine'. Children show high levels of concentration as they play card games.

They confidently explain the rules of the game to the inspector, saying that 'the first person to put all their cards down is the winner'. Children enjoy exercise and fresh air in the large outdoor area. They show good physical skills while kicking balls and throwing shuttlecocks and hula-hoops.

Children run around the playground, showing good spatial awareness and coordination.

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

Leaders have a vision to provide children with a 'relaxed and safe environment', where they can be 'happy and have fun'. They seek the views of children, parents and staff, to inform self-evaluation.

This helps leaders to identify ways to continually improve.Children's experiences at the club complement their learning from school. For example, children tell the inspector that one of their favourite activities at the club is being taught mathematics by older children.

They practise their writing skills and have opportunities to complete their homework and read books. Staff plan activities following children's interests, and the things that they also learn in school, such as Easter.Children learn about some of the ways that they are similar and different to other people.

For example, they measure how tall they are and compare their heights with other children. Children are confident to speak to the inspector. They talk about their school and which class they are in.

Children discuss what they enjoy most at the club, such as playing outdoors.In the main, care practices are good. Staff encourage children to develop their self-care skills and independence.

Children have access to fresh drinking water and talk about how eating provides energy to help them to be physically active. That said, staff do not consistently teach children about the importance of eating healthy foods.Children show good behaviour.

They demonstrate kindness and show that they are caring and considerate towards others. For example, they approach their friends and ask them how their activities are going. Staff encourage children's positive behaviour and celebrate their achievements with stickers and certificates.

The staff team is long-established and close-knit. Staff comment that they 'love' their work and feel settled in their roles. Leaders provide staff with regular meetings and supervision sessions aimed at improving their practice.

They identify that the programme of training is something that they wish to enhance, to continue to support staff and further develop their knowledge and skills.Partnership working is strong. Leaders forge excellent links with the host school, which helps to support children's continuity of care.

For example, they meet regularly with the headteacher to review how the two settings can work together. The headteacher reports that the club is a 'really positive' addition to the school.Parents say that their children are 'happy and settled', and have an 'excellent experience' at the club.

They value the communication that staff provide and report that staff are 'pleasant and helpful'.

Safeguarding

The arrangements for safeguarding are effective.The premises are safe and secure.

Recruitment procedures are robust and ensure that staff are suitable to work with children. Leaders ensure that staff receive training in safeguarding and first aid, and that this knowledge is up to date. Staff understand their duties in keeping children safe and protected from harm.

They know the steps to take, if there were concerns around children's welfare or the conduct of a colleague. Staff know the referral procedure for the local authority. They understand safeguarding issues, such as female genital mutilation, county lines and child sexual exploitation.

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