Busy Buddies

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children arrive at the club happy and enthusiastic to be there.

Staff are friendly and ask children about their day at school. Children follow the routines of the club. They hang up their belongings and sit down with staff to take the register.

Staff talk to the children about the activities they have planned, such as making pirate hats and treasure maps. Children quickly become immersed in their play and interact well with children of all ages, inviting them into their play. Children are respectful to staff and each other.

They display positive behaviours and respond well to staff's gentle reminders to share and ...take turns.Children have lots of fun as they play games on a large interactive touch screen. They cheer each other on as they complete the game and check their scores to see who wins.

Children concentrate on using small construction blocks to create detailed models, such as a house and pirate ship. Children are confident and have good social skills. They happily talk to the inspector and share their experiences at the club.

Children follow good hygiene practices, such as washing their hands before eating. Staff provide healthy snacks and drinks, as part of a well-balanced diet. Children have opportunities to play outside in the fresh air and take part in physical activities.

For example, they enthusiastically dance to music and join in with the different dance moves. Children enjoy exploring dressing up clothes. They eagerly search through the outfits to choose their favourite and laugh with their friends as they try on different hats.

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

The provider is passionate about her role and the experiences she provides for children. The provider and staff team have high ambitions and have addressed the weaknesses raised at the previous inspection effectively. Staff benefit from regular appraisals and professional development opportunities, ensuring they are well equipped to meet the needs of the children.

The provider and staff have good links with teachers at the host school. They exchange relevant information to support children's care and well-being. Staff plan activities that complement what children are learning at school.

For example, children practise their fine-motor skills as they use scissors and coloured pens with good control. They use their creative skills to make dinosaur models out of paper, and proudly show their creations to staff.The provider and staff actively involve children in the planning process.

For example, children take part in group discussions with staff to share their thoughts and ideas on what activities they would like to do. This helps children to feel valued and know that they have a voice at the club.Partnerships with parents are good.

The provider recently invited parents into the club for an open day, where they could view some of the activities that their children take part in. Parent feedback is positive. They say their children enjoy their time at the club and are always happy to attend.

The provider and staff reflect on the provision and make the changes needed to improve. For example, they are currently developing ways to share more information with parents about the activities their children take part in and the care they receive, to help further strengthen partnerships with parents.Children build close relationships with staff and their key person.

They delight when staff join in their play and engage in meaningful conversations. Staff listen intently to what children have to say and extend the flow of conversation.Children are confident in their surroundings and make independent choices on what they would like to do.

However, they are not encouraged to take responsibility for their immediate environment. For example, staff do not always prompt children to tidy away the toys and resources after they have finished playing with them.Staff provide opportunities for children to learn about the wider world.

They learn about different cultures and festivals celebrated throughout the year, through craft activities, conversations and food tasting. This helps children to learn about diversity represented in modern Britain.The provider and staff know the children well and confidently talk about their unique personalities and interests.

Staff provide support for children with special educational needs and/or disabilities, and tailor activities to meet their individual needs.

Safeguarding

The arrangements for safeguarding are effective.The provider and staff and have reviewed their knowledge and understanding with regard to keeping children safe and have completed mandatory training.

The provider and staff have a good knowledge of the signs and symptoms that may indicate a child is at risk of abuse, including those relating to the 'Prevent' duty. They are confident in the procedures to follow if they have concerns over the welfare of a child or the conduct of a colleague. The provider understands her responsibility to notify Ofsted of any significant changes and events.

She follows safer recruitment procedures to ensure the suitability of staff working with children. The provider and staff carry out daily checks to ensure children play in a safe and secure environment. Staff talk to the children about internet safety to ensure they understand how to keep themselves safe when using the internet at home.

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