Early Risers/Evening Owlets

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children are happy and safe at the club.

They engage in a wide range of activities and enjoy spending time with their friends and staff. Children have secure attachments with staff, who are kind, caring and show a genuine interest in children's lives. Children say that they 'love to draw' and that they enjoy playing with their friends.

Outdoors, children enjoy climbing on apparatus and delight while they play chase games and going down the slide. They practise their large-muscle skills and coordination as they use bicycles and play ball games together.Children are confident and sociable, and have good communication skills....

They happily chat to the inspector about their time at the club. Children say that they enjoy playing outside, being with their friends, and enjoy the dinners the manager cooks them. They describe staff as being nice and say that they look after them well.

Children demonstrate how they love to extend their education and learning from school while at the club. For example, they enjoy a game called 'guess the word' where children of differing ages try to guess a word using phonetical clues.

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

The manager, who is also the provider, takes a proactive approach to the running of the club.

She regularly reflects on the service the club provides. Children share their favourite activities with the manager who, in turn, provides resources to follow their interests. This helps the staff to form meaningful relationships with the children and provide them with exciting experiences.

Staff work in very close and positive partnership with the host school. This results in children benefiting from a consistent approach. Highly effective communication, and thorough sharing of information between teachers and the club staff, results in staff understanding what additional support children receive at school.

The club has high expectations for behaviour and works with the school to provide consistent boundaries.Stsff are very supportive and encourage children to keep trying. For example, young children practise writing their names on artwork and are praised for their efforts.

This supports children's self-confidence and resilience.Children follow the club routines well. They know they need to tidy up before they sit at the table for dinner.

Children's behaviour is exemplary. They work very well together, taking turns and sharing with their friends. For example, they discuss who will use the bikes in the well-equipped garden and decide who will be the leader as they race around a track.

On the whole, staff promote children's independence and self-care skills well.For example, children clear their plates away after eating healthy snacks, and put their bags and coats away on arrival. However, at times staff do not give children opportunities to carry out some tasks for themselves.

Such as preparing their own snacks and serving up their own dinners.Staff form close relationships with parents right from the start. Parents speak positively of the club and comment that staff know their children well.

Staff make parents aware of what their children are doing at the club, such as through verbal feedback at the end of the session and through emails.The manager accesses regular training, which helps to further develop her knowledge and skills. She seeks training to complement the emerging needs of the children attending.

For example, she has recently secured training to extend her knowledge and understanding of how to support children with special educational needs and/or disabilities.Staff provide children with a good range of creative materials, which helps them to experiment and learn new skills. For example, children have fun exploring with different forms of crafts, role-play materials and construction resources, which are easily accessible and chosen by children.

Safeguarding

The arrangements for safeguarding are effective.The manager, who is also the provider, is a knowledgeable designated safeguarding lead. She is aware of how to identify child protection concerns of varying natures.

She has a strong understanding of how to handle these in an appropriate way. She is aware of efficient record keeping and key policies that are implemented well in practice help to support the smooth running of the provision. Staff understand safeguarding issues, such as poor attendance, sexual abuse, grooming and radicalisation.

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