Funtastic Kids@Sulhamstead And Ufton Nervet

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children are happy and enjoy their time at the club.

They arrive with confidence and settle comfortably into activities after their school day. Children demonstrate that they know the routines well and that they feel safe at the after-school club. Children have good relationships with each other and demonstrate that they enjoy the company of the staff.

Children behave well and play in harmony with each other. For instance, they take turns using the cutters with dough and have fun as they play team games such as football. Staff demonstrate that they know the children well and they encourage and respect children's opinions.<...br/>
For example, children are asked what they would like out to play as staff set out activities. Children enjoy the toys and resources on offer. In discussion with the inspector, they comment they have fun and that they love to come to the after-school club.

Staff support the children's learning and development well. For instance, they interweave numbers and calculations into activities and talk to children about letters and sounds as the children read the dough instruction play cards. Children, overall, are confident communicators and staff take the time to interact with children purposefully.

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

Staff provide children with a good range of activities which support their continued learning. For example, children have comfortable spaces where they enjoy reading with staff and can relax by looking at story books. Children enjoy creative activities and being imaginative.

For instance, children enjoy make-believe play as they have fun with tea sets, while others enjoy mark-making with chalks outside.Staff support children's personal and emotional behaviour well. They are good role models for the children.

They offer consistent praise and gentle reminders where needed to help children learn the effects of their behaviour on others. This helps to build children's confidence and learn how to manage behaviours.Staff ensure children are provided with a healthy snack and light tea.

Staff talk to children about the importance of keeping hydrated, which reminds children to look after their own well-being. Snack time is a sociable time where staff sit and engage children in conversations. Children have daily opportunities to be physical as they play games, such as football and throwing games, outside in the fresh air.

This has a positive impact on children's good health.Staff provide an environment which is rich in language. Staff communicate well with the children, and most staff ask a good amount of questions to help support children's thinking and speaking skills.

For example, during group times, staff include children well in conversations about their upcoming sports day and sports that children have experienced at school.Leaders show a commitment to children and to building on the success of the club. They provide staff with regular training opportunities to enhance their knowledge and skills further, and they undertake yearly appraisals.

Staff comment they feel well supported by the leaders and that they reach out to them. However, at times, some staff do not maintain the club's ethos or articulate the knowledge they have been taught, as expected by the leaders. This results in some practices not being consistent, linking to training and health.

Partnerships with teachers and parents are well established and are inclusive to maintain continuity in care. Leaders share a good amount of information about the club with the parents to help them know and understand what is available for their children. Parents comment positively about the staff and the activities provided for their children.

They state that the staff are 'wonderful and do a great job', 'that the activities are fun' and 'their children love it'.

Safeguarding

The arrangements for safeguarding are effective.Leaders and staff have a secure understanding of their roles and responsibilities to keep children safe.

They know the signs and indicators that could suggest a child is at risk of harm and understand the procedures to follow if they have any concerns. Staff maintain a safe environment. Regular risk assessments are undertaken to help minimise any hazards to children.

Staff teach children appropriate safety awareness to help keep them safe, such as why it is important to walk inside. Leaders implement robust recruitment and vetting procedures. This helps to ensure that staff are suitable to work with the children.

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