Dunholme Kids’ Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children show positive relationships with staff. They confidently talk about their experiences at school, such as watching football.

Children demonstrate that they feel safe and secure. They follow the routine when they arrive, placing their belongings in the allocated spaces and quickly busying themselves as they choose from resources that are readily available. Children are excited to ask the manager to add their names to a list so they can take turns playing table tennis.

They decide to play the game in teams, naming them 'red' and 'blue'. Children say that they like to play games, read stories and play with their frien...ds at the club. Children concentrate and are physically active while playing games with their friends.

For example, one child spins a dial and gives other children instructions, such as putting their hands and feet on different coloured circles on the floor. Children understand the staff's expectations for their behaviour. For example, they say that when they access a climbing frame outside, they are not allowed to wear boots because it is unsafe, and that only twelve children are allowed on the equipment at one time, so they have to wait their turn.

This shows their understanding of the rules and boundaries that are in place to keep them safe.

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

The manager and staff have positive relationships with teachers from the host school. They find out about children's learning experiences at school and complement this in the club.

For example, staff encourage children to develop their early writing skills.Children show a positive attitude to developing their artwork. Staff provide them with the equipment to be creative.

Children choose different coloured pencils to colour in pictures of cakes and animals. They confidently talk about their pictures, telling visitors that the cake in their picture is bubble gum flavour.The manager and staff support children's emotional well-being well, especially when they first start attending the club.

They also work at the host school and introduce themselves to new children during the school day. This ensures that children have a familiar person in the club when they attend.Children are offered a healthy range of breakfasts and snacks.

They make independent choices about what they want to eat. For example, for an afternoon snack, they choose from apples, pears, melon or a mystery fruit. Children are encouraged to taste and guess the name of the mystery fruit.

The manager explains that it is named Sharon fruit or persimmon, helping them to understand the food they eat. However, staff do not fully support children to understand the benefits of oral hygiene to complement their knowledge of eating healthy foods.Staff encourage children to develop their own rules and boundaries.

For example, children say that, to be kind, they will share their toys with others. When children lose a ball from their game, the manager invites other children to help find it. Children clap their hands to praise their friend's achievement when they find the ball.

Children have their own ideas and follow their interests in play. For example, when they play with building bricks, they say that they are making a car. Staff provide resources for children to be imaginative in their play.

Children play with dolls and staff help them to put on the dolls' shoes.The manager reflects on the experiences children receive at the club. She gathers feedback from parents and children to help identify improvements.

For example, when children say they want to build dens indoors, staff provide them with opportunities to do this. This means that children have a voice in the club and helps to create an environment of mutual respect between staff and children.Parents comment positively about their children's experiences at the club.

They say that their children are happy and do not like to be collected early.Staff provide opportunities for children to be helpful and to develop a sense of responsibility. For example, children help lay mats on the floor for a picnic-style snack time, and help staff prepare snacks for their friends.

Safeguarding

The arrangements for safeguarding are effective.The manager and staff understand their responsibilities to safeguard children. They complete safeguarding training to keep their knowledge current, and know how to identify if children may be at risk of harm.

This includes being able to recognise if children are being drawn into radicalisation or extreme views and beliefs. The manager and staff know where to report concerns about children's safety. Furthermore, if they have concerns about staff's behaviour with children, they know the procedure to follow.

This helps to promote children's safety. The manager follows a robust recruitment procedure when employing new staff. This helps to ensure that staff are suitable in their roles.

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