Hamilton After School Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children come into the club happy and confident.

Staff greet children and ask about their day at school. Children are encouraged to place their belongings away safely, on pegs. They understand the routine and sit down on the carpet ready for circle time and wait patiently for their friends to join them on the carpet.

Children's views are valued, and children respect one another. For example, at circle time children are asked to share what they did at the weekend with the group. Children put their hands up, listen to their friends and answer questions.

Children behave well and know what is expected of them and staf...f give children reminders when necessary. Children work together, for example when children play in the sand, one child holds a cone upside down, while other children take it in turns to fill it up. They giggle with one another and persist until the cone is full.

Children engage for prolonged periods of time, with their friends and staff. Staff join a group of children getting ready for a pretend party. They chose clothes to dress up in, 'It's times for the party' children say enthusiastically.

They dance, move their bodies and laugh with one another.

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

Staff and managers consider the ages of the children when they plan their environment. They use children's interests and speak with children when they prepare the upcoming week's activities.

Children are confident to ask staff for different items and staff promptly support children in their choices.Children share their positive views on the club. They say they are happy and enjoy the club.

They like playing with food in the pretend kitchen, making different pictures or paintings and playing outside with their friends.Staff encourage children to be imaginative. For example, children have access to a range of different craft materials, to paint, stick, colour and design with.

Younger children take dolls for a walk. They get them dressed and walk around the room, going to different pretend destinations.Children are proud when they complete tasks.

For example, outside, children skilfully throw a hoop over the top of skittles they have set up, they say, 'yay I did it', as it goes over the top. Other children take it in turns to be in goal, 'save', they shout as they catch the ball another child has kicked.Staff support children to become independent.

Older children take themselves to wash their hands and to use the toilet independently. Younger children are supported by staff when needed. At mealtimes, children are offered dishes of food, so that they can self-serve.

All children use large spoons to spoon rice and fruit onto their plates. Once at the table, they choose what they would like to drink. They tidy their own plates away and stack them on the side.

Staff have positive interactions with children. Children enjoy this and seek out staff to engage with. Staff offer new ideas to children's play and introduce them to new skills.

Staff show children how to use chopsticks to pick up food and how to use golf clubs safely and effectively.Parents are happy with the club. They say that their children have access to a range of activities and their children thoroughly enjoy attending.

They say their children are always happy and have a range of snacks to keep them going until they get home. Parents add that the club is flexible to their needs as a family and without it they would struggle with their own work.The areas of the club are risk assessed daily by managers.

They ensure the indoor and outdoor spaces are suitable for children before they enter. Staff ensure there is adequate supervision for all children throughout the session.

Safeguarding

The arrangements for safeguarding are effective.

Staff and managers understand their responsibility relating to safeguarding children and their families. They are aware of signs and symptoms of abuse. They have attended training which has supported their knowledge of wider issues within society, for example county lines and families or children being radicalised.

Staff and managers are confident to make referrals to appropriate agencies where required, to support children and their families. They have processes in place to share relevant information with the host school to support children and their families. Managers have a recruitment process for new staff to ensure they are suitable to work with children.

Also at this postcode