East Preston Activity Hub

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children show they feel safe in the staff's care. They seek out staff to play with them, such as when they create crafts and play card games. Staff provide children with positive interactions, listening to what they say and responding appropriately.

This helps children to feel valued and secure as they play at the club. Staff have high expectations for children. Children demonstrate they know these expectations and rules of the club.

For example, they understand where to store their belongings so they are safe at the side of the hall. Children know they need to inform an adult as they go freely indoors and outdoors. This h...elps staff keep children safe as they play.

The provider and leaders have clear aims for children who attend the club. They hope children will feel welcomed and at home in the friendly atmosphere that staff create. Children have the choice to be active or play quietly after school.

Staff know what children like to do and ensure their favourite resources are readily available. This helps children to feel settled and at home.

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

Children benefit from enthusiastic staff, who support their physical development well.

For instance, staff organise team games outdoors. They teach children how to throw balls underarm effectively and play energetically. They encourage children to be active after their busy school day.

Staff plan activities for children that encourage them to play with each other. For instance, staff set out dinosaur worlds for children. Staff help children communicate to each other as they play, such as by modelling words for children to use.

They encourage children to develop into confident communicators.Older children are caring towards younger children. They support children to join in their games and take turns.

Staff encourage older children to be positive role models. Older children show younger children what to do. This helps younger children to feel included and welcome at the club.

Staff build effective working relationships with school staff. They identify when children may need additional support to attend the club, and make changes to the environment to ensure children feel settled. Children with special educational needs and/or disabilities have their individual needs met effectively.

The provider and leaders ensure children have a range of nutritious snacks to choose from after school, as well as a hot meal for those children staying later. Staff promote children's good health, such as by teaching effective handwashing routines. Tea is a social meal and children sit and chat to their friends, and staff.

However, tea takes staff a long time to organise and children wait unnecessarily.The provider recognises this and is working with leaders and staff to help them support children to have more time to play.Staff implement an effective key-person system for children.

They support younger children's well-being positively. For instance, they make time for quality interactions to get to know children well when they start at the club. However, staff have not communicated to parents who their children's key person is.

This means parents are unsure who cares most for their children.Children are confident. They make choices such as where to play and what to play with.

Staff encourage children to enjoy their time at the club, such as by joining in with games and by playing with others. Children say they look forward to attending the club after school, commenting, 'It is so much fun'.The provider and leaders implement an effective system to monitor and supervise staff quality.

They regularly observe staff practice and suggest ways to develop and improve their knowledge. For example, staff attend training to develop their play and sports skills. This helps to develop their confidence to provide children with positive interactions.

Staff report they have good support for their professional development and well-being from leaders and the provider.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

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