Central Out of School Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children arrive happy and are confident in this safe and familiar environment. They have the freedom to choose what to do and on arrival many settle down to draw and colour and others play with the ball indoors.

They wash their hands in readiness for their snack and help themselves to their food and chat with their friends. Children know the routine well and those who are busy playing are reminded to eat their snack. Children show high levels of motivation in the activities provided.

For example, all children are eager to make a stress ball and use the water beads to fill their balloons. They easily follow instruction and ...learn how to blow balloons safely. The older children are sensitive to the needs of younger children and support them to fill their balloons.

Many children are eager to make a second stress ball for their family members and are proud to show off their creations. Children thoroughly enjoy outdoor play and many use the fixed play equipment to increase and test their skills and others play chasing and ball games. Younger children show a fondness for their imaginary games and staff give them the time and space they need to indulge in their fantasy play.

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

This small staff team have clear roles and responsibilities and work well together to offer enjoyable experiences for children. The manager works directly with children and staff daily. She provides ongoing support and guidance to staff to build on their knowledge and skills.

In addition, staff benefit from ongoing supervision sessions to help monitor their performance and to support their well-being.Partnerships with the on-site school are strong. Staff daily talk to teachers to ensure they are fully up to date about children's care, education and emotional needs.

Staff provide extra support to help close gaps in children's learning, For example, staff provide fun activities to help improve children's pencil control and listen to them read.Staff collate useful information about children's care and family circumstances to ensure they can meet any additional needs children may have. Parents receive useful information about the club, when their children first start.

However, the current system in place does not allow staff enough time with parents to give them a thorough handover daily. There are appropriate systems in place to obtain the views of parents through regular surveys. Any suggestions are considered and acted on upon.

Staff ensure all children have plenty of opportunity to be physical and to be outdoors in the fresh air. For example, staff adapt the routine, to ensure that in the darker winter months children go outdoors to play earlier. They use the indoor space well to incorporate physical activity to help meet the needs of the most energetic children.

However, there is not an area provided for those children who are tired and want to rest. The snacks provided include healthy options and children learn about the benefits of limiting sugar in their diet and eating fruit and vegetables.Staff make the time to get to know each child's unique personalities and preferences and provide well for their interests.

Children enjoy staff interactions because they show a genuine interest in what children say. Children behave well, are confident to ask for what they want and enjoy their time at the club.Children are supported well to think about the needs of others and learn about their diverse community.

For example, staff promote their curiosity about disability and their varying cultures and encourage children to have discussions about these differences. They learn about communities beyond their own experiences. For example, children learn about various cultural festivals and taste a variety of cultural foods.

Teaching children to keep safe is a clear priority. For example, staff talk to children about online safety and the need to respect their own bodies and other's personal space. Children learn how to keep safe when they play with the footballs and as they use the physical play apparatus.

Safeguarding

The arrangements for safeguarding are effective.There are effective systems in place to ensure all staff are suitably vetted and inducted and their ongoing suitability assessed. Staff have a secure knowledge of the signs of abuse and the procedure to follow if they have a concern about a child.

They understand the importance of sharing information with any professionals and agencies working with families to help safeguard children. In addition, there are robust systems in place to work closely with the staff at the school to share any concerns about children's welfare. Daily checks and risk assessments are carried out to ensure the environment is safe and suitable.

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