Extra Time Out of School Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Staff greet children with warmth and kindness and talk positively about their day at school with them.

This helps children to settle quickly and feel happy, valued and safe. Children demonstrate they are familiar with the daily routines that help them to feel secure. For instance, as they enter the club, they gel their hands before lining up to select from the healthy snack items on offer, which staff prepare.

Children enjoy their time at the friendly, welcoming and relaxed club, where staff help them to grow in confidence. Staff plan many activities that build on the knowledge and skills that children require for successf...ul learning in school and beyond. For example, children practise their hand-eye coordination while using mark-making resources.

They show excellent focus while drawing recognisable animals and staff encourage children to write their name on their pictures.Children understand and follow the club's rules extremely well. They play harmoniously and happily share and take turns.

Staff build on children's self-esteem and confidence. For example, they praise children for their 'amazing' drawings and capture these in photos to share with parents. Children delight in staff's positive interactions that enhance their enjoyment.

For example, they have great fun playing 'What time is it Mr Wolf?' Staff reinforce children's early mathematical skills during these games.

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

Staff work extremely closely with parents to settle children in and promote their emotional well-being. For example, the manager initially sends information to parents about their child's allocated key person.

Staff gather important information about each child, for example, through an 'All About Me' document. This helps them to plan for children's settling-in visits.Staff communicate effectively with parents.

For example, they provide a welcome pack, display information on the club's notice board and distribute regular newsletters.Staff help children to develop a strong sense of belonging and ownership of the club. For example, they involve children in their planning discussions and children share their ideas for snacks.

Children manage tasks, such as putting on their coats and pouring drinks. However, staff have not consistently considered the organisation of snack time to further support children's independence and create a more relaxed and less hurried social occasion.Staff work in excellent consultation with nursery and Reception class staff.

For example, the manager attends termly meetings and shares observations that contribute to children's assessments. Staff plan activities to complement what children are learning and support individual children's specific targets.Staff promote inclusive practices, such as supporting children who are left-handed.

They plan activities linked to multicultural festivals to help children to learn about diversity. However, staff do not consistently expand on children's understanding of a broader representation of people, families and communities beyond their own.Children choose between indoor and outdoor play due to the good organisation of space and staff.

This includes children being able to practise their physical skills in the school hall. Children run around outside and play games. However, staff do not always plan for children's interests and expand their play when they choose to play outdoors.

Staff help children to learn about dangers and how to keep themselves safe. For example, they talk about subjects, such as internet safety, stranger danger and water safety, using printed images.Staff demonstrate safe practices, such as using walkie-talkies as children transition from one area to another.

Children line up sensibly at the door when it is time to go inside. This enables staff to count children and ensure that no child is left in the outdoor area.The manager continually monitors and reflects on practice with staff and parents to identify improvements.

For example, she has recently started running a community parent and toddler group with the Reception class teacher, to support children's future transitions to the school and club.Staff's qualifications and the continued mentoring from the manager, who works directly alongside them, have a generally positive impact on staff and their practice. For example, staff motivate children and enhance their fun and enjoyment.

Children giggle with amusement as staff attempt to draw a rabbit following their instructions.

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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