Goxhill Out of School Club.

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children have great fun in this warm and welcoming setting. They feel safe and secure due to the vigilance of staff. Children interact and play well with their peers.

Good behaviour is encouraged, and staff support children to learn to resolve their own conflicts, only stepping in if needed. Children of differing ages play cooperatively together, with younger children learning from their older peers. Children are actively encouraged to share their views about what activities they would like to do.

They also share ideas about how the club can improve. Children feel valued as this provides them with a voice and sense of owne...rship. Fun activities are planned to provide children with important life skills.

For example, children learn to follow recipes during baking activities. They enjoy weighing the ingredients out to make dough for their own pizza bases. Older children support younger children to use the weighing scales, pointing out the numbers until they reach the desired weight.

Children share the safety knives, taking it in turns as they carefully chop a range of healthy toppings, including mushrooms, peppers and onions. Younger children explain the importance of safely using the knives so that they do not cut their fingers. Children remain focused and engaged during the activity, due to the skilful approach of staff.

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

Children investigate and explore as they engage in a range of interesting activities and play experiences. They use their imagination as they dress up and pretend to be a superhero for the day. Other children prefer to sit and colour large colouring posters.

While another group of children enjoy playing board games with staff members.Younger children watch and learn from their older peers. For example, older children concentrate as they carefully position dominoes and blocks into a curved line.

A staff member asks them to explain what they are doing to a younger child. They tell the younger child that when they knock the first block down it should then move round the curved line knocking each block and domino down in turn. The younger child watches as they try this.

When some of the dominoes are not knocked down, the staff member asks the children to think about how they can improve their design.Highly effective partnership working with parents, pre-school and school ensures the regular exchange of pertinent information to meet children's needs. Staff obtain children's next steps in learning from the school and pre-school.

This enables them to effectively complement children's prior learning during children's chosen play experiences. However, staff do not always consider how they can also incorporate these next steps into the fun, planned activities they provide.When younger children wish to play the organ, they are unable to access this because older children have set an activity up on the same table.

A staff member encourages the younger children to have the confidence to politely ask the older children if they could move so they can play the organ. The younger children do this, and the older children happily oblige as they move their activity to another area of the room.Breakfast cereals are freely accessible to children during breakfast club and until 9.

30am during the holiday club. This enables children to choose when they would like to eat breakfast. Hot breakfast foods, like toast, are also available on request.

A fruit bowl is always available to children, enabling them to choose an additional healthy snack should they still feel hungry or prefer fruit.Children can bring their own electronic devices into the club to use for short periods of time, if they do not have camera functions on. This ensures images of children are not shared outside of the setting.

However, staff have not considered if children's own devises have mobile internet connections so that they can monitor this more effectively.Staff work closely with parents and other professionals to ensure children with special educational needs and/or disabilities are fully included and valued. Specific support programmes for these children are integrated into activities which all children are encouraged to patriciate in.

This ensures all children feel included and no one feels singled out.

Safeguarding

The arrangements for safeguarding are effective.Children's awareness of keeping themselves safe is skilfully promoted by staff.

Staff effectively uses quizzes, books and discussions to promote children's awareness of online safety. Staff access regular training on child protection, including wider aspects like prevent duty and county lines. They are well aware of the possible indicators of a wide range of abuse and know the procedures to follow should they have any concerns about a child in their care.

Staff report how they feel supported and they explain how they can always talk to the manager about any well-being issues they face. Staff suitability is assessed through secure recruitment procedures. Each staff member also makes an annual declaration to confirm their ongoing suitability to work with children.

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