Buddies Out of School Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children attending the out-of-school club arrive keen to play, relax and talk to their friends.

The club works in partnership with the host school to ensure a safe transfer between the children's classrooms and the club. Children chatter excitedly with the friendly staff and each other as they walk over to the club building. They follow the well-embedded procedures, such as washing their hands, before settling at the table to eat with their friends.

Children choose from different varieties of soup and politely wait for everyone to be served before they start to eat. These familiar routines help to promote children's confid...ence and independence. Children behave well at the club.

They are polite both to adults and to each other. Outside, children make up a game with beanbags. They are patient and supportive of each other, explaining the rules and encouraging other children to throw the beanbags into the hoops.

Children are kind to each other when someone misses saying, 'that was close, try again' and 'good job' when they succeed. Staff are full of praise for children's efforts. Children's confidence and independence is promoted well.

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

Children have lots of fun at the out-of-school club. For example, they work co-operatively to paint a giant picture of a pumpkin using sponges and colourful paint. Children chatter with staff and each other about what colours and patterns they should use.

They listen carefully to what others say and enthusiastically tell their friends to come and look at their achievements. This helps to develop children's positive self esteem.Staff encourage children to take part in the activities though interesting, high quality conversations.

For example, during a leaf rubbing activity, staff carefully show the children the veins in the leaves. They explain that the veins carry the moisture around the plant and that this enables the plant to grow and be healthy. This supports children to develop their curiosity and interest in the activity.

All children, including those with special educational needs and/or disabilities, are supported to access all the activities and to enjoy themselves at the club. Staff at the club liaise with staff in school to ensure that there is consistency in managing behaviour. This means that children are supported positively.

Children are supported to make healthy choices at the club. They help themselves to water from a dispenser, where they have made a sign saying, 'hydration station'. Children choose from healthy meal options and discuss why some food choices are more or less healthy.

Children talk about why their screen time is limited and monitored at the club. They say that it is not healthy for them to be in front of a screen for too long. This supports children's overall good health and well-being.

Children get lots of fresh air in the outdoor space. They use bats and balls and throw and catch. Children build towers using big bricks.

They run around, chasing and catching each other. This supports children's good physical development.Parents are complimentary about the work of the club.

They report that their children enjoy taking part in the activities on offer. Parents appreciate the individual discussions which take place with staff at pick up time and feel well informed about the care that their child receives.Staff are supported effectively.

They have regular opportunities to discuss their practice and build upon their knowledge and skills. New staff receive a robust induction to their role. Furthermore, time is planned for them to shadow another more experienced member of staff when they first start.

This helps staff to have a clear understanding of their role as an employee.

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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