Harriers Playsafe Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children are happy and say they like coming to the after-school club. They learn to make friends and enjoy playing with the older children. The staff are warm and friendly and children are taught to be kind and caring.

They report nice things about the staff, calling them 'beautiful'. Staff model behaviour expectations so that children know how to behave. They offer praise such as 'good listening'.

Staff are passionate about working with children. They work well together as a team and the space is well organised. Children have access to an outdoor area and sports hall.

When children arrive at the setting, they are... eager to engage with activities.Staff receive specialist training to support children with special educational needs and/or disabilities (SEND). Staff at the after-school club work closely with those from the school.

They make relevant referrals to professional agencies if there are any concerns about children's development. The premises are secure and there are excellent systems in place to ensure that children remain safe. Staff supervise children well, particularly those children who have an allergy.

Parents say they are happy with the after-school club. Staff communicate effectively to keep parents well informed. They share a handbook with parents about the setting, so that parents know what to expect when their children start to attend the club.

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

During 'welcome time', staff teach children the rules, so that they learn how to behave during after-school club. Children are taught to listen and follow instructions. Staff engage in talk to clarify children's ideas and children learn to confidently ask questions.

Staff are vigilant. There are good systems in place to supervise children at all times.Staff support children to transition between routines.

Children know what to expect next. For example, when staff shake a tambourine, children stop and know that is it time to tidy up. Staff reinforce behaviour expectations well.

Staff have developed good bonds and attachments to children. Children quickly settle again when they feel upset. Children know who to ask for help.

Staff work well with parents when there is a concern. So children get the necessary help they need to make good progress. Staff act in a timely way to support children with SEND.

They adapt the environment to ensure that it is inclusive.Staff recognise when children are beginning to show signs of boredom and make changes to the setting. This means that children learn to concentrate well on enjoyable activities.

Children handle books carefully and take turns to read to each other. They are encouraged to share construction bricks and mark-making tools. Children like to cut and draw and learn to build and connect resources.

Children are enthusiastic to make paper planes. They giggle and laugh as they engage in playful interactions.Staff plan cooking activities.

Children learn to make biscuits. At mealtimes, children sit together. They look forward to eating healthy food and make their preferences known, saying, 'I like rice.'

Staff communicate effectively to ensure handover times are successfully managed. They take regular headcounts of the children and minimise risks and hazards.Leaders value staff and give them opportunities to develop.

Staff receive training and support to confidently carry out their role, such as training on child development. They use this knowledge to plan suitable activities for children. Staff ensure that resources are age-appropriate.

Staff meet regularly to discuss how to improve the setting further.Leaders show care and concern about staff well-being. The team are enthusiastic and enjoy working at the after-school club.

They are very professional and respect each other.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

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