Bubbles St. Andrews

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children are remarkably settled at this caring club. While their experiences have been different due to the COVID-19 pandemic, children understand the routines and expectations. They show a strong sense of belonging.

For example, children eagerly arrive after a busy day in school and put away their coats and bags.Children know where they want to play and demonstrate a positive attitude towards all that they do. They develop their imaginations while engaging in role play.

For example, while using the 'till', children say, 'We need a credit card to do this,' and name the different values of money. They explore creative activ...ities, such as making handprints with paint on strips of paper. Children develop their small-muscle skills while using brushes and sponges to paint autumnal pictures.

They show excellent mathematical knowledge as they name two-digit numbers and put them into the correct order. Children have access to a large outdoor area and enjoy exercising and practising their large-muscle skills in the fresh air. They learn about the world around them and show fascination towards an African snail, saying that it is 'ginormous'.

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

The manager and her staff are passionate about the club's vision of providing a 'welcoming environment' where children can 'have fun'. Their self-evaluation includes the views of children, parents and staff. The manager demonstrates a good capacity to continually improve.

For example, she has redeveloped the menu to include more variety of healthy foods, following feedback from parents.Staff provide children with a range of experiences which complement their learning from school. They plan activities around children's interests and the topics that they follow in class, such as 'seasons'.

Children confidently told the inspector that autumn, 'Is when the leaves fall off the trees and the wind blows them off.' Children have opportunities to complete their homework. They practise their literacy skills by reading books and completing wordsearches.

Children understand that differences between people should be respected. For example, they eagerly told the inspector that their name is from a different country. Children freely engaged in discussions with the inspector, saying that the club is 'really fun' and that they 'especially like the activities'.

Children behave well and show good manners. They are polite and courteous, such as when holding doors open for others. Children said goodbye to the inspector and told him to 'have a good weekend'.

They are kind and caring towards their friends. Children are proud of their achievements. They remember receiving 'star of the week' and staff celebrate this by displaying the certificates.

Care practices are good. Staff encourage children to do things for themselves.For example, children choose and serve their own snacks and tidy their plates away when they have finished.

Staff provide children with a range of wholesome and nutritious foods, such as fruit, yoghurt and sandwiches. Children talk about which foods are healthy.Partnership working is excellent.

Staff have strong links with the host school and the manager holds regular meetings with school leaders. Some staff also work in the school. These practices aid children's continuity of care and help in supporting children with special educational needs and/or disabilities (SEND).

Staff work closely with the provider's other club, sharing best practice, systems and support.Parents are overwhelmingly positive about the club. They commend staff for being 'lovely and accommodating' and helping to build their children's 'self-esteem and confidence'.

Parents 'feel lucky' to have this 'fantastic' club and say that staff go 'above and beyond'.Staff have high levels of well-being. They say that they 'love working' at the club because it is a 'brilliant place to work'.

Staff access an effective programme of training and support, which helps them to continue to improve their practice. For example, recent training has equipped staff with strategies to help best support children with SEND.

Safeguarding

The arrangements for safeguarding are effective.

Leaders complete daily checks to ensure that the premises are safe. Procedures for recruitment are strong and ensure that staff are suitable to work with children. Staff access training in safeguarding and paediatric first aid, and leaders check that this knowledge is current.

Staff know how to help to keep children safe and protected from harm. They understand the local authority referral procedure, should there be concerns around children's welfare or a colleague's conduct. Staff have a broad understanding of safeguarding, including fabricated illness, extreme views and child-on-child abuse.

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