Dunkirk Fun Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children are happy at this fun club. They smile and laugh together frequently. For example, a group of children play table football; as a team scores, they shout, 'yes,' and jump up and down, and they all smile.

Children are encouraged to share how their day has been with staff, and other children ask questions about their friends' day at school. Children are comfortable and confident. Younger children ask staff and older children for help.

Older children stand up in front of the group and ask questions. Children show respect for one another. They put their hands up instead of shouting out and take it in turns to give thei...r answers.

Children's views are valued. This gives children the confidence to share their own ideas with staff and other students and talk about their likes and dislikes. Children listen to staff and each another, and they behave well, with reminders from staff when needed.

Children are aware of the routines and boundaries. For example, children know to tidy up before they have tea or move on to the next activity. Children engage for prolonged periods of time and keep on trying until they complete activities.

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

Staff consider the age of the children when they plan activities. When preparing the forthcoming week's activities, staff use children's interests and consider their ideas about what they would like to do. Children create a large poster and write their ideas for activities on it, which informs what staff set out.

Children are encouraged to be independent. Older children access the toilet facilities on their own, and younger children are supported if needed. Children use knives to spread their own toppings on crackers, and they feed themselves.

When they finish their snack, they tip their rubbish in the bin and stack their plates up.Children are supported by staff to share their emotions. Staff promptly ask children about their day and how they are feeling.

They comment and ask questions to support children to understand their own emotions. Children have areas they can go to for their own quiet time, and staff support children, if needed, to talk about their worries. Children add that they could make a worry box, to share their worries.

Staff ensure children are adequately supervised. They interact positively with the children. Staff join in with children's games and laugh with them.

Staff create and imagine with children, and they hold regular conversations with them. Children thoroughly enjoy these interactions with staff.Children develop an understanding of how to keep themselves safe and healthy.

They are provided with healthy snacks, which staff talk about while children eat.Children and staff hold discussions about how to stay safe around bonfires and fireworks. Staff prompt children with images.

Children share their rules, such as standing back from the fireworks and putting their sparklers out in water.Children are encouraged to be creative. They have access to a range of different activities from which they are able to make objects of their choice.

For example, younger children draw designs, and they make a coffee machine from a plastic bottle and cardboard boxes. Older children work together to create a picture. They cut and stick tissue paper to create a bonfire.

Parents are happy and say that the club supports their needs as a family. They state that their children are happy and have snacks while at the club. They comment that staff are polite, providing feedback at the end of the session to tell them what activities their children have been involved in.

Leaders, managers and staff assess the environment frequently and keep it safe. There are specific areas for baking and food preparation. Leaders, managers and staff have further plans for the outdoor space, creating a challenging environment where children can take appropriate risks while staying safe.

Staff say that they feel supported by their managers and can approach them when necessary. Staff have meetings to discuss their professional development, and training is allocated to them to support their practice where necessary.

Safeguarding

The arrangements for safeguarding are effective.

Staff and managers understand their responsibility relating to safeguarding children and their families. They are aware of signs and symptoms of abuse. They have attended training, which has supported their knowledge of wider issues within society, such as county lines and radicalisation.

Staff and managers are confident to make referrals to appropriate agencies in order to support children and their families. There are systems in place that link with other agencies, enabling clear communication about concerns. Managers have a recruitment process for new staff, to ensure they are suitable to work with children.

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