Dawn Until Dusk Ltd at Great Ouse Primary Academy

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children have fun in the club's impressively organised and well-resourced environment. They energetically ride bicycles and scooters in the spacious outdoor playground and practise ball skills in the enclosed games area.

As soon as it is dusk, children put on fluorescent jackets and headlamps to keep themselves safe. Indoors, they inquisitively explore the autumn fresh fruit and vegetable tray. Children show particular interest in the butternut squash.

They discuss with staff ways they could use it in cooking and growing activities. Children are confident to express their ideas and feelings. Staff enthusiastically join in ...with children's play and older children follow their lead.

For example, older children model 'magic writing' to younger children. They use paint wash to reveal leaves they have hidden under paper and names they have written in wax. Children of all ages work together cooperatively and enjoy each other's company.

Children choose from the wide range of high-quality activities and engage well. They know when to choose to rest with a book in the cosy den or to relax on the sofa and share a computer game with a friend. Behaviour is very good.

Parents say that the club is a seamless transition between home and school. They are confident that their children are safe and look forward eagerly to spending time at the club, both before and after school.

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

The manager leads a team of highly motivated staff who are fully committed to providing an exceptionally good experience for children.

Staff plan a range of inspirational activities and adjust plans to meet children's interests.Staff hold regular sessions to allow children to say which activities they would like. Recently, children voted for dance and mime games at breakfast club to help warm up for the school day.

Staff create an atmospheric welcome for children as they arrive. For example, in line with the current 'autumn' theme, they play soft music with autumnal pictures on the whiteboard screen to help children relax and unwind after the school day.Children experience practical and creative skills during forest activities.

For example, they use leaves and twigs to make 'meadow crowns'. They mould face masks from mud. Children learn how to make tent pegs out of elder wood and sample elderberry cordial.

Under staff supervision and guidance, young children learn to handle cutting tools safely.Staff use conversation during activities to extend children's vocabulary and they pose searching questions to make children think. For example, even the youngest children begin to use words, such as 'visible' and 'invisible', during the 'magic writing' session.

Children are regularly praised and feel proud of their achievements.Staff listen to children's preferences for the menus at snack and tea time, alongside professional nutritionists' guidance. Children thoroughly enjoy their food and socialising with their club friends at tea time.

Staff offer surplus fresh fruit snack options as a dessert. They have high expectations of table manners and how children independently serve and tidy up after themselves.Each child has a key person who works closely with parents and with the school.

Effective communication systems ensure information is shared between all parties. This helps support children's well-being. Staff handle children's personal needs with due care and respect.

For example, staff have ready access to an otherwise confidential list of all children's allergies.The manager works closely with the provider to constantly ensure that staff meet consistently high expectations. Managers provide a broad spectrum of training for the staff team.

For example, recent training consolidated staff's knowledge and understanding of the early years foundation stage.Following training on behaviour, management and staff reviewed the behaviour policy. This now includes effective methods to revive children's interest when they feel tired at the end of a school day.

Parents commented that the club never stands still. Managers constantly evaluate the provision in pursuit of sustained improvement in all areas.The providers recently evaluated how well they monitor and support staff.

They reviewed their workplace policy and substantially broadened the extent to which they offer emotional support and career development opportunities to their staff.

Safeguarding

The arrangements for safeguarding are effective.Staff are extremely well trained and knowledgeable about their roles and responsibilities relating to child protection issues and keeping children safe.

They know and understand signs of possible child abuse, neglect or being drawn into extreme behaviours or ideas. They have a clear understanding of how to report concerns about a child's safety. Robust vetting procedures and ongoing checks ensure staff are suitable to work with children.

Staff receive a thorough induction on starting. The manager carries out detailed observations and supervisions to target training and ensure staff always know how well they are progressing towards well-defined goals. All activities and routines are risk assessed to ensure children are safe, including e-safety.

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