FWAS St Pauls

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children receive a warm welcome as they arrive from their classrooms. Friendly staff ask them about their day as children get involved with different activities. Children demonstrate that they feel comfortable and secure in their surroundings.

They confidently talk to staff and their friends about how they are feeling after a busy day. Children build meaningful relationships with staff, who know them well.Staff promote positive behaviour.

They offer gentle reminders to children about how they are expected to behave. For example, they remind children how to use chairs safely in their games. Furthermore, older children are t...houghtful and caring.

They consider how they can include others in their activities. For example, younger children are kindly welcomed to join exciting games, such as building a pretend aeroplane. Children develop high levels of respect for others.

Children enjoy a wide range of activities. For example, they play with train sets, toy dolls and mark-making resources. Children explain that they love coming to after-school club because the staff always play exciting games with them.

Children build strong friendships as they joyfully play together.

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

Staff encourage children's communication and language. They actively engage with children and extend their play.

For example, when children have an interest in building imaginary trains and aeroplanes, staff help them make plane tickets using a stamp. Children thoroughly enjoy this activity and staff build group conversations about holiday destinations and countries.Children become absorbed in card and board games.

Staff build on their attention and focus as older children confidently explain the rules. Children also enjoy drawing activities and exploring with craft materials. For example, they use stencils to carefully make a picture of a rocket.

Children engage their creativity and are proud of their accomplishments.Staff quickly recognise when children need more physical activity and fresh air. They ask them if they would like to play outside before tea.

Children respond positively and tidy away their activities. They thoroughly enjoy playing on scooters and running freely in the large outdoor play space.Children promptly respond to instructions.

For example, before teatime children line up at the door and sensibly go and wash their hands. Older children model this to younger children to support them. Children understand the expectations for their behaviour.

Mealtimes are a fun and social occasion. Children are offered a variety of snacks, such as fruit, vegetables and crumpets. Staff talk to children about the health benefits of these foods and remind them to have a drink of water.

Children receive regular messages that promote their understanding of a healthy lifestyle.Leaders have a robust recruitment process in place. They ensure that all staff have had rigorous suitability checks before commencing employment.

Leaders also implement further checks during supervision sessions and conversations to ensure that staff continue to be suitable for their roles. Furthermore, staff receive regular training and support. Leaders review staff practice continuously and offer them targeted guidance and professional development opportunities.

This continually raises the standard of care delivered to children.Staff work closely with other professionals that are involved in children's care. For example, when children have special educational needs and/or disabilities, staff engage with teachers and the school special educational needs coordinator.

They do this to ensure they have up-to-date information about children's current support plans. Staff implement these plans, where necessary, to ensure children benefit from a shared approach to their care.Parents speak highly of the after-school club.

They explain how strong the communication is from staff. For example, staff are easily contactable and will always have a conversation about what children have been doing each day. Parents also discuss how they can work closely with their child's key person to ensure children's individual needs are met.

Parent partnerships are strong.

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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