JPAC Ltd At Intake

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Staff are dedicated and caring.

They get to know all children well. As a result, children form strong attachments with staff. Staff provide a safe and exciting environment based around children's individual interests and needs.

Children are keen to come into the club. Staff collect younger children and children with special educational needs and/or disabilities (SEND) from their classrooms. Children show how they feel safe as they greet their friends and staff warmly on arrival.

They settle immediately. Children are extremely happy and content.Children enjoy lots of physical activity in the outdoor space.

...>Staff support children who are playing football and using bats and balls. Children develop their coordination. For example, they ride scooters and race their friends, laughing with excitement when they win.

Children negotiate space and obstacles as they learn about speed. They jump from tyre to tyre. Staff are appropriately placed to engage in children's play.

This allows children to take risks and engage in their interests in a safe environment.Children's behaviour is good. Older children support younger children when they play together with play dough.

They introduce them to new ideas and create models together. Children ask their friends to join in play and make space for them to sit. All children are kind and caring towards each other.

They are respectful of their friends and staff. Children build meaningful relationships.

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

Children develop their knowledge of the people who help them, such as the emergency services.

They play with small-world emergency vehicles and role play as police officers. Staff skilfully ask questions when children play with the ambulance. Children recall when they have been to hospital.

They share stories on their experiences. Children take turns in conversations. They demonstrate their confidence and skills in communicating in a group.

Children have opportunities to further their independence. Staff encourage them to choose their own activities and meet their own personal care needs. All children wash their hands before snack times.

They collect their own belongings at the end of the session. Children follow rules and requests made by staff. They tidy up toys when an activity is finished.

Children help their friends to prepare for snack time. This enables them to secure their existing skills.Staff encourage children to be creative.

Children create artwork using feathers, paint, ribbon and glitter. Children demonstrate their small-muscle skills. Staff display children's work on a noticeboard.

Children take pride in their achievements.The manager and staff enhance children's vocabulary and build on their learning from school, such as mathematics skills. For instance, when children play with building blocks, staff introduce rich new language such as 'prism' and 'cuboid'.

They encourage children to build towers, counting blocks as they do so and comparing heights. Children are deeply engaged.Staff build positive relationships with parents.

They update parents on their child's time at the club on collection. Staff show parents how to use the online app to book sessions and contact staff if needed. Parents use a password to sign their child out at the end of a session.

They report the care their children receive is 'highly inclusive'. Staff provide one-to-one support for children with SEND to support them to engage fully in activities. Parents say that their children are disappointed when they turn up early to collect them as they have such a good time in the club.

The manager has good recruitment and induction procedures in place to help to ensure that staff are suitable to work with children. Staff complete mandatory training, such as paediatric first aid, food hygiene and safeguarding. They say that they find their role 'rewarding' and enjoy working at the club.

The manager has worked hard to develop relationships with the school. Staff speak to the special educational needs coordinator to gain information about children's individual needs. The manager and staff liaise with the teachers during collection to continue to support children's care and education.

This provides staff with information on how children's days have been in school.

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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