Firbank Schools Out

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children are happy and settled at this welcoming club. Staff ensure that they get to know children during the settling-in period and throughout their time at the club.

They talk to children about their day and show a genuine interest in what children say. This helps staff to build close relationships with the children. As a result, children feel safe and secure.

Children engage well in their self-chosen activities and have positive attitudes towards their play. They enjoy taking part in a variety of table-top games and activities with their friends and staff. Staff provide lots of play activities, which help children to pr...actise the skills they are learning in nursery and school.

For example, children develop their small-muscle skills, writing, and creativity while they use felt-tip pens to make artwork. They practise their reading when they follow a series of written instructions to help them to create model cars from small bricks. Children negotiate with staff to carry out activities they have brought from home.

They share ideas with their friends and have a delightful time as they play together.Children are eager to play outside and say that this is one of their favourite things to do. They enjoy playing with hoops and balls, and balancing on stilts.

Staff provide children with lots of opportunities to develop their physical skills and large muscles.

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

The manager follows a robust recruitment process, which helps to ensure that staff are suitable for their roles. She encourages staff to continue with their own learning and development through access to short courses and qualifying training.

As a result, staff say that they feel supported and motivated, which helps them to provide positive experiences for children.Children are involved in choosing activities for the club. For example, the manager asks for children's ideas before purchasing new resources.

In addition, children's views are included in developing the menu for snack time. This helps children to feel a sense of ownership and belonging.Partnership working is good.

For example, staff manage children's behaviour well by using strategies that complement those used in nursery and school. This helps them to keep the routines and expectations consistent for children. Children know what is expected and they behave well.

For example, they share with their friends and they use good manners.Staff know children well. This helps them to support children's play effectively.

For example, staff know that in school, some children are learning about sorting and grouping objects. As they play, children gather leaves, sticks and stones.Staff support the children to sort the items into separate groups, which helps them to consolidate their learning.

Snack time is a well-organised social event. Children talk with their friends and to staff. The manager has already planned further improvements.

For example, she intends to involve the older children more to help to increase opportunities for children to develop their independence and a sense of responsibility.Children are keen to participate in conversations and are encouraged to become confident communicators. For example, they talk about writing poems at school and are proud to explain that their poems have been published in a book.

They talk enthusiastically about their favourite activities at the club. Children say that they enjoy playing football and holding talent shows.Children access outdoor play throughout the session.

They build their physical skills as they practise activities, such as skipping. Children giggle as they play chase, and they have a wonderful time rolling down a small hill. Staff remind children to hydrate themselves as they exercise, and help children to learn about healthy lifestyles.

Staff encourage children to consider their own safety. For example, they talk to children about the best floor surface on which to use stilts. They help children to decide that a soft, flat surface will work best.

Children develop their thinking skills and they build an awareness of ways to keep themselves safe.Children with special educational needs and/or disabilities (SEND) are supported well. For example, the manager communicates regularly with teaching staff to discuss consistent strategies to support individual children.

The resulting continuity in their care helps children with SEND to feel secure and have their needs met.

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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