Foxes Den

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children show that they feel secure in the club, following routines that are embedded by staff. For example, when asked, children line up in the classroom and walk through the school safely with staff to reach the club in the host school hall. Children hang their belongings on allocated pegs and write their name on a piece of paper to register their arrival.

Children are praised for using good manners, such as when they receive food at snack time. This helps children to recognise and use good manners. Children are asked what activities they would like to engage in and make independent choices about what they would like to play with....

They are excited to play physical team games with their peers and staff. For example, children work in teams, passing a ball over their heads and between their legs to the person behind them in a line. Staff and older children help younger children to understand the rules of the game.

Children say that they like to play football and do kart wheels indoors. They explain to visitors that staff put mats under them when they do kart wheels. Children understand that this helps to stop them from banging their heads on the hard floor, promoting their safety.

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

The manager and staff plan activities that help children to build on the learning they receive during their day at school. For example, children have opportunities to make red play dough and use this to make pretend poppies when they learn about Remembrance Day at school. Children tell visitors that the poppies are for the soldiers.

Staff encourage children to be independent. For example, when children make play dough, they are provided with their own bowl and spoon and encouraged by staff to mix ingredients together. After snack time, children are asked to take their plates and cups to the sink to be washed.

Children wash their hands prior to eating and say that they do this because it stops the germs from getting in their mouths. This shows their understanding of the importance of following good hand-hygiene routines.Many of the staff in the club work in the host school and know the children well.

This helps children to feel emotionally secure when they first start attending, because they recognise staff that they see during their school day. Staff gather information about children's interests and provide toys and resources to reflect these. This helps children to settle.

Mealtimes are sociable occasions, when staff sit with children and talk to them about their likes, dislikes and school day. Children are offered healthy foods, such as toast and fruit, to promote a nutritious diet. However, staff do not help children to embed their understanding of the importance of oral health.

Staff play alongside children and encourage them to solve problems. For example, when children want to complete a puzzle, staff ask them to find the pieces with a straight edge first. They show children the picture of the puzzle on the box, helping them to recognise where to place the puzzle pieces.

The manager supports staff practice and well-being. Staff attend training courses to help extend their professional development. For example, they attend training events with the host school to refresh their knowledge of safeguarding and how to promote children's safety.

Staff join together to take part in community events, helping to promote their well-being.Parents provide positive comments about their children's experiences in the club. They like that their children have opportunities to bake and bring home what they make.

Parents appreciate the flexibility staff offer with regards to providing care for children on different days.Staff have rules and boundaries in place, reminding children of these during their play. This helps children to understand what is expected of them.

Children say that they must always listen to the 'teachers' and that they help them when they need it.

Safeguarding

The arrangements for safeguarding are effective.The manager and staff understand their responsibilities to safeguard children.

They can identify the potential signs and symptoms of abuse and know where to report their concerns. Staff help children to learn how they can keep themselves safe. For example, they practise fire drills with children, helping them to understand how to evacuate the building in the event of a fire.

Staff talk to children about the importance of safety when baking. This includes explaining not to touch a hot hob and showing children how to use a hand mixer safely. Staff maintain a safe and secure environment, providing children with a safe space to play.

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