Funtastic Kids @ Earley St Peter’s

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements All children, including those with special educational needs and/or disabilities (SEND) and those who speak English as an additional language, are happy and settled. They are keen to come into the inclusive club and are greeted by warm and welcoming staff. Leaders are committed to providing an environment where all children feel included.

They ensure that the resources meet the individual needs of the range of children who attend. For instance, they have recently purchased additional resources, such as dual language books, in response to an increase of children on roll who speak English as an additional language. The setting has al...so employed staff with specialist skills in working with children with SEND.

This ensures that all children are supported fully and included in all activities. Children behave well and are extremely kind and helpful to others. Older children are compassionate towards younger children and quickly recognise when they need extra emotional support.

For instance, they notice when younger children are waiting for their friends to arrive and invite them to join in with their games. These positive interactions help younger children to settle in the club. Children have an excellent understanding of how to keep themselves safe.

For instance, they know that they must inform an adult if they are leaving the room to go to the toilet. Children can confidently describe the procedures that they must follow in the event of an emergency. This includes stopping what they are doing, lining up by the fire exit and listening to instructions from adults.

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

Children show high levels of respect for others. They promptly respond to instructions from staff, such as when it is time to tidy away the toys. Staff give meaningful praise to children for their positive behaviour and individual achievements.

This helps them to develop a highly positive sense of themselves.Staff provide good opportunities for children to work as a team and make new friends. For instance, children play games involving building towers using shoes.

They work together and cooperate as they compete with other teams to build the tallest tower. Children and staff celebrate their achievements with enthusiastic cheers.Children's health and well-being are supported well.

They follow robust hygiene practises and recognise the importance of making healthy food choices. Staff provide children with a good range of opportunities to be active both indoors and outside. Children participate in lots of sports activities, including ball games and archery.

They show high levels of determination as they practise firing arrows and cheer with enthusiasm when the arrows stick to the targets.Overall, children become engaged in the well-organised activities. For instance, they have lots of fun as they design and create patterns on biscuits and make bookmarks.

However, on occasion staff do not adapt some outdoor activities, so that younger children become fully involved. For instance, children play 'rugby' in mixed age groups and younger children sit and watch, rather than becoming engaged. This means that they do not benefit as fully as they could from these play experiences.

Partnerships with parents are good. Parents report that their children enjoy attending the club and ask to be collected as late as possible. They comment that their children are happy, safe and feel secure within the club.

Staff communicate effectively with parents about the activities that children enjoy throughout the day.Overall, staff engage well with children and talk to them about the activities as they play. However, although less-experienced staff supervise children well, they do not interact as effectively as they could with them.

For example, they do not consistently notice when younger children need extra support to engage in activities. Subsequently, children occasionally wonder around not knowing what to do. Nevertheless, leaders have identified this as an area for development and are implementing plans to provide further support and training.

Leaders and managers are committed to their roles and responsibilities. They have high expectations for the quality of the club. Leaders seek the views of parents and staff to help them to effectively evaluate the provision.

During discussions, they demonstrate a clear understanding of the strengths of the club and identify where improvements could be made.

Safeguarding

The arrangements for safeguarding are effective.Staff have an excellent understanding of how to keep the children in their care safe.

Regular training ensures that staff have an up-to-date knowledge of the signs and symptoms that may indicate a child may be at risk of harm. They are aware of the correct procedures to follow if they have concerns. This includes recording and reporting to the designated safeguarding lead.

Leaders and those responsible for safeguarding children are aware of their roles and responsibilities. They act swiftly in response to concerns and work effectively with other agencies to keep children safe. Robust recruitment and induction procedures help to ensure that the adults working with children are suitable.

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