JC Sports March CE Primary School Wrap Around Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children thoroughly enjoy the time they spend in the welcoming, fun and inclusive atmosphere. Children are very familiar with the routine and rules, which they follow with ease.

For example, as children arrive, they put away their belongings and sit down. They chatter to their friends and wait for staff to explain the activities on offer. Staff know children very well and adapt activities and team games to reflect the varying ages and stages of the children present.

For example, staff provide quiet activities for those who need time to regulate after a busy day. Staff are responsive and check in on children who have chosen... to play alone. This helps children feel safe, secure and valued.

Staff provide children with a wide range of opportunities that help them stay active and develop their physical skills. For example, children challenge their hand-eye coordination as they play group ball games together. Children learn new skills as they engage in sports, such as archery.

Staff encourage children to develop their fine motor skills, as they provide activities that strengthen children's pincer grip. This helps children develop the skills they will need as they grow.

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

Leaders place strong emphasis on developing staff's skills to drive continuous improvement.

They use what they learn from staff observations and supervisions to create training and coaching opportunities. This is reflected in the variety of activities on offer. Staff complete skills and/or core training every six weeks to keep their knowledge up to date.

Staff are knowledgeable and feel well supported.Children benefit from healthy snacks and robust hygiene routines that help keep them safe. For example, children have access to a wide range of healthy snacks, such as sandwiches, wraps, fruit and vegetables, which they thoroughly enjoy.

Staff talk to children about their snacks and provide useful information, such as how some vegetables can support their sight. Staff encourage children to wash their hands before snack and after using the toilet, and they explain why this is important in keeping their bodies safe from harmful germs. This provides children with the knowledge they need to make healthy choices.

Staff are kind, caring and respectful. They have high expectations for children's behaviour and incorporate school rules to provide consistency for children. Children demonstrate that they understand the rules as they take turns, manage their own conflict and follow instructions.

For instance, when staff want to gain children's attention, they raise their hands and clap a sequence. Children respond by stopping and repeating the pattern of claps. Staff help children understand why rules, such as sitting while eating, are important in keeping them safe.

Children form close and meaningful friendships with each other. Children of various age groups excitedly greet each other as they arrive, catching up on the day's events. They speak positively about one another and comment on each other's strengths during play.

This reflects the positive interactions staff have with children, who are supportive of each other. Those who are younger look up to their older peers, who are supportive and encouraging. This helps children develop their social skills.

Staff provide children with a range of activities and games to share with their friends. For example, some children enjoy letting off steam after their school day with a game of football, while others enjoy building with blocks or playing a board game. Staff provide children with lots of choice, which allows them to make independent decisions.

This helps children gain autonomy.Partnership working is effective. Staff work seamlessly between the club and school, communicating daily to ensure that children's individual needs are met with consistency.

Staff also work well with parents, gathering a wide range of information before children start. This includes any particular interests or needs they may have. This helps staff plan activities that engage and reflect children's individual needs.

All children, including children with special educational needs and/or disabilities, have fun as they access all opportunities on offer.

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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