Emley Out of School Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children are very happy at this calm and welcoming out-of-school club.

They show how they feel safe as they greet their friends, visitors, and staff warmly on arrival. Staff are passionate, dedicated and caring. They get to know all children well.

As a result, children form strong attachments with staff. Staff provide a safe and exciting environment based around children's individual interests and needs. Children are extremely keen to come into the club.

Children quickly engage in play of their choice. They develop their imagination through role play. Children use a selection of materials to build a den.

...They negotiate with their friends over what to use. Staff encourage children to problem solve and work as a team when the roof does not stay up. Children take pride in their achievements and seek out staff to show them when complete.

Children are consistently challenged.Children's behaviour is extremely good. Older children support younger children when they cannot find items for play.

They share resources when they play together with play dough. Staff encourage counting as children make play dough balls. Children introduce new ideas to their friends.

They work together to create models. Children ask their friends to join in play. All children are kind and caring towards each other.

They are respectful of their friends and staff. Children build meaningful relationships.

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

Long-standing practitioners teach with passion, energy, and purpose.

Their interactions with children are of a high quality. They maximise all opportunities to extend children's learning. For instance, when children dig in soil, staff teach them about the role of an archaeologist.

Children learn about different animal bones and structures. Conversations are consistently engaging, exciting and challenging. Staff follow a child's lead and are extremely responsive to this.

This high-quality interaction helps all children, including those who speak English as an additional language and children with special educational needs and/or disabilities, to make good progress.Children are provided with plentiful, engaging opportunities to develop their knowledge and understanding of the world. For example, children express their excitement as they use magnifying glasses to search for insects in tall grass with their friends.

Staff encourage children to write a list of the type and number of insects they find. Children take part in exciting nature trails, where, for example, they learn about different trees, flowers, and leaves.Staff ensure children are given lots of opportunities to play and learn outdoors.

Children have the space needed to run around and kick balls. They learn how they can manage and take appropriate risks, such as when using a climbing frame. Children thoroughly enjoy water play.

For example, they use funnels to fill and empty squeezy bottles. They make marks as they squirt the path. Activities, such as these, help to strengthen children's small and large muscles.

Children are encouraged to develop their ability to concentrate and develop their resilience and determination. Children show these skills, for example, as they build with wooden building planks. Their perseverance reflects in their ability to build forts, bridges, and towers.

Their hand-eye coordination is challenged as they carefully balance the planks.Staff encourage children to develop their independence and to meet their own personal care needs. Children know to wash their hands before snack time and after activities.

They collect their own belongings at the end of the session. Routines, such as these, help children to become increasingly independent.The manager and staff make sure that children develop their understanding of different cultures and festivals, such as, Lunar New year, Diwali, and Halloween.

They encourage children to taste foods from around the world. This helps children to learn about similarities and differences around the world.Parents report that their children 'love coming to the club'.

They say that their children are 'not happy when they turn up early to collect them as they have such a good time'. Parents value the communication book and newsletter staff provide. They say that information sharing is good.

The manager ensures that practitioners receive focused effective professional development. There is a robust training package in place. Staff complete both mandatory and additional training to help further develop their knowledge and to further enhance their practice.

They say that they find their role 'rewarding' and enjoy working at the club.

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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