Central Out of School Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children are generally happy and settled in the club. They start their day by joining in with group time. Children stand up and introduce themselves to their peers by sharing their name, how old they are and what school they normally attend.

Most children demonstrate high levels of confidence in doing this, showing that they feel secure. Those who are shyer receive encouragement from staff.Children make choices about what they'd like to do during their time at the club.

They show a keen interest towards art activities and are eager to get involved in a painting activity. Staff provide children with eggs to decorate. Childr...en choose what coloured paint they'd like to use and independently squeeze this onto a tray to use.

They show high levels of concentration as they use different-sized paintbrushes to make careful marks on their eggs.Children are supported to form settled relationships with staff and other children. They enjoy playing together outdoors where they practise their physical skills.

Children successfully use pedals to move themselves around on tricycles. They join in with group ball games, such as playing football, and show respect for the rules they set.

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

The manager has a reflective nature and continually seeks the views from parents and children.

Parents report positively about the service that the club provides. Children are welcomed to regularly share what they enjoy doing at the club and give ideas for new activities and resources. This means that children enjoy their time at the club.

Children behave well. They understand staff's expectations for their behaviour. Children line up and patiently wait their turn to take a penalty shot when playing football.

They understand that they use a timer when playing with the bikes so that other children have time to have a go. This supports children to learn how to share resources.Children enjoy reading stories with staff.

Staff help children to choose which books they would like to read. They read clearly to children and take the opportunity to pause and ask them questions about the story. Children are supported to explain their understanding of what the story is about and make predictions about what happens next.

This extends children's literacy skills.Children are supported to develop an understanding of their feelings and emotions. Staff ask them at the start of the day how they are feeling.

Children are increasing their understanding of emotions and use words such as 'happy' and 'surprised' to describe how they feel. Staff reinforce this by also talking about how characters in stories they read may feel and why. This helps children gain an understanding of empathy.

Staff support children to develop some healthy habits. Children regularly wash their hands before snack and mealtimes. They make choices from their lunch boxes about what they would like to eat.

Staff encourage children to regularly drink water, so they stay hydrated. This promotes children's good health.Children develop their independence in the club.

They are confident in doing things for themselves, such as opening their own packaging at mealtimes. However, on occasions, staff are quick to intervene when children are trying to complete tasks for themselves, showing that their expectations for children are not consistently high enough.Managers provide staff with supervision opportunities to reflect on their performance and provide them with support.

Staff comment that they feel well supported by leaders and managers. Managers support staff to access frequent training and professional development opportunities. This helps them to understand their role and responsibilities, with particular regard to keeping children safe.

The club promotes inclusion. Managers have systems in place to gather information from parents about children's individual needs before they start at the club. For children with special educational needs and/or disabilities, managers understand the importance of working in partnership with parents and other professionals to provide children with any extra support they may need.

This means that all children are welcomed to the club.

Safeguarding

The arrangements for safeguarding are effective.Staff access regular training to keep their knowledge of safeguarding issues up to date.

They are alert to signs that could indicate a child is at risk of harm. This includes signs that could indicate a child is at risk of being radicalised or a girl is at risk of female genital mutilation. Staff understand how to report their concerns to managers or other agencies to keep children safe.

They also know what to do if they have concerns about the conduct of another member of staff. Managers follow a rigorous process when recruiting new staff. This includes completing the required checks to assess their suitability to work with children.

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