EKC at Archbishop Sumner School

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children enjoy coming to the after-school club. As they arrive, they talk excitedly with one another and the staff about what they have been doing at school during the day. Staff provide a range of activities for the children to play with.

They ask the children what they would like to do, including, on Fridays, their preferences for the following week. For example, some children had asked for an art activity and, in response, staff worked with children to make decorations to put on the window. Staff keep a watchful eye over the children to keep them safe, while giving them the freedom to play.

Children use the school hall ...for more active play, such as dancing and dressing up as superheroes. Leaders have a clear understanding of safeguarding and welfare requirements and ensure that there are plenty of staff to support the children. Staff develop positive relationships with children.

They provide continuous support for children at play and kindly remind them about their expectations for behaviour when they get over-excited.

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

Leaders communicate with parents in a range of ways to find out their views. For example, they collect detailed information about children when they start at the club.

Leaders regularly ask parents to update this if anything has changed. They provide a monthly newsletter for parents to let them know what their child will be doing while at the club.Children are encouraged to share their ideas about the activities on offer.

Leaders use this feedback to help shape the activities. For example, when children had dressed up as superheroes and asked for a superhero song, staff put one on and danced along with the children.Staff talk to children about what they do at school.

For example, on the theme of dressing up, staff encouraged children to talk about what they had dressed up as at school over time, and which they enjoyed the most.The behaviour of children is good. Staff are clear with children about their expectations of behaviour, keeping them safe while allowing them the freedom to choose who and what they play with.

Leaders explain that they feel it is important for children to enjoy a less structured environment after a busy day at school.Children from two different schools attend the club. They demonstrate positive attitudes towards one another, mixing and playing well together in groups of different ages and from different schools.

Staff provide healthy snacks for the children and give them opportunities for physical play. For example, when they arrive they eat sandwiches and fruit and have a drink of water. The school hall and the outside area are used for more active play, such as football.

Leaders hold regular staff meetings to discuss the activities planned for children, any concerns they may have about children, and the training needs of the staff. They ensure that staff are provided with training opportunities.Leaders identify what they would like to change about the club to make it better, working in partnership with the school.

For example, it was agreed with the school that a classroom with a kitchen space would be used for quieter activities and snacks, while the hall would provide a space for children to be more energetic.

Safeguarding

The arrangements for safeguarding are effective.Leaders have put in place clear guidance for staff to follow to ensure the safeguarding of all children.

Staff understand the procedures to follow if they have concerns about the safety of a child, or if an allegation is made against a member of staff. They regularly attend safeguarding training and understand the signs to look out for that indicate a child may be at risk of harm. This helps them to know how to keep children safe in their care.

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