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What is it like to attend this early years setting?
This provision meets requirements Younger children are supported well in the club. For example, club staff collect them from their classrooms at the end of the school day and accompany them to the school hall. This familiar routine helps children feel safe and secure.
Staff check how children's day has been and pass any relevant messages on to club staff to be mindful of during the session. Children behave well and they are friendly and sociable. They talk to visitors about themselves and why they enjoy coming to the club.
They say that they like to play with children from different year groups as they do not get to do this during the school day. Children ...benefit from a broad range of exciting opportunities, which extend the skills that they are learning at school. For example, they play imaginatively, looking after their 'babies'.
They develop their small-muscle skills as they concentrate intently, threading materials and using paintbrushes to make patterns on their creations. They delight in sensory play, exploring the feeling of different-coloured rice as they scoop it in their hands and it drops through their fingers. Children learn about how they are unique and about differences between themselves and their friends.
For instance, they enjoy looking at maps with staff and talking about where their families come from and the different languages they speak. This helps prepare children well for life in modern Britain.
What does the early years setting do well and what does it need to do better?
Staff help the youngest children to adjust to club life well.
For example, children have opportunities to visit for settling-in sessions the term before they start school. Staff organise these on a flexible basis and children can attend as many times as they wish with their parents. This helps them to become familiar with club staff, the play environment and routines.
Staff meet children's personal needs effectively. For instance, they collate information about children's dietary and medical needs before they start attending. They ensure that foods within the menu are healthy and cater for the differing requirements of all children.
Staff promote opportunities to develop children's independence. For example, they choose a 'daily helper' who assists in routine tasks, such as preparing the 'light bite' for tea. Staff show children how to use tools safely to prepare foods.
Children talk enthusiastically about their role and how they love to be the helper.Staff are kind and attentive. They promote children's good behaviour well.
They sensitively deal with any situations that children find tricky, such as through conversations, reasoning and helping children to process their feelings. This supports children effectively.Staff work in partnership with parents positively to support children with special educational needs and/or disabilities.
For instance, they establish close communications with parents to find out about how to best support their children. To promote consistency, they implement strategies that children are familiar with at home and at school, such as visual timetables. This helps children to understand how they will spend their time in the club.
Children benefit from well-organised after-school sessions. Staff provide some structured group times, which promote children's listening and attention skills. Overall, children enjoy these, however, the provider recognises that on some occasions, staff could be more mindful of when to bring these to a close to allow children to explore their own interests more readily.
The provider ensures that there are robust procedures in place to monitor and support staff. For example, the manager completes regular supervisions. They ensure that staff have precise targets to work on and they support them with training.
During sessions, the staff team frequently evaluate what has worked well and what they can change to improve the experience for children further.The provider has a secure understanding of her role as the nominated individual. She regularly visits to have oversight of club operations.
However, during discussion on the day of the inspection, the provider recognises that communications between herself and the manager could be more robust to ensure increased consistency of practice.
Safeguarding
The arrangements for safeguarding are effective.The provider follows robust procedures to ensure that staff who are recruited are suitable for their roles.
For example, she conducts face-to face interviews, seeks references and completes Disclosure and Barring Service checks. The provider understands her responsibility to protect children's welfare. She ensures that staff safeguarding knowledge is secure.
For instance, as part of induction, staff are required to complete specific child protection training. This helps them to understand how to recognise signs and symptoms of abuse and know how to refer any potential concerns within the club or local safeguarding partnership. The provider regularly checks staff knowledge, such as during team meetings and through safeguarding quizzes.
