Jo and Stu Childcare

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children are eager to attend this friendly and welcoming out-of-school club. They are greeted individually with warmth by the managers, who know each child extremely well. Children benefit from a wide range of healthy and nutritious snacks as they arrive after their school day.

These include wraps with a variety of fillings, and fresh fruit with a choice of milk or water. Staff and children form positive relationships. Children engage in a range of different types of play together and are respectful of others.

They play without the boundaries of time, enabling them to become fully immersed and extend their ideas. Older chi...ldren invite younger friends to play. Children access the outside area in all weathers.

Managers encourage children to follow their own ideas, and they help by providing resources. For example, when children decide they would like to build a den, a manager provides the tarpaulin and supports them to secure it.Children are aware of the setting's rules because they help to create them.

Children behave extremely well. Confidence, self-growth and independence are promoted in all activities. Managers guide and explain risk and consequence during play.

Children learn to make decisions for themselves about the consequences of different actions.Children demonstrate that they are happy, settled and safe at the club. They have opportunities to choose to be inside or outside, active or resting.

Children talk about the club and managers with respect and love. They enjoy the activities on offer and like to see friends from different age groups they do not see in school.

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

Since the last inspection, the managers have worked diligently to ensure the actions and recommendations raised have been addressed.

They ensure younger children have access to technology alongside their peers.Children are extremely relaxed at this after-school-club and talk about their day. They express their views and opinions, while the skilled managers help them make sense of their experiences.

Managers only engage in play if invited to do so, but they watch quietly and provide resources and ideas when required.The managers have close relationships with children, parents and the school. They gather the views of the children and parents and act on them to improve children's experiences.

For example, they have increased the resources for outside play and games.Parents report that their children love attending the club. They have great respect for the managers and comment on their playfulness, how they support the children's independence, and the incredible relationships the children have with them.

Parents report that children are eager to attend and do not want to leave.Children have the opportunity for extended play where they can use their own ideas and learn from others in the group. For example, children enjoyed role play outside that encouraged conversation, debate, decision-making and the building of friendships that later led to collaborative play inside for a child relatively new to the club.

The managers provide resources relating to disability and diversity for children to explore in a range of play situations. For example, crutches are available. Children try using these to support how they move around the outside area.

They overcome difficulties and spend extended time solving problems about the restrictions they face.Children develop their creative skills with the wide range of resources provided. The managers encourage children to develop their own ideas and celebrate their skills.

Children spend time cutting, sticking, colouring and writing to create pictures, envelopes and messages for others. They are able to talk through their ideas and are extremely proud of their creations, which are all very different.Younger children enjoy acting out action play with the characters and vehicles provided.

While there are a wide range of resources available, there are limited opportunities for children to access, read or look at books and print in the environment. The managers recognise that this is an area they have had in the past and need to recreate to enhance a love of books and reading as part of children's relaxation and enjoyment.The managers explain how they teach sharing, which enables all children to understand that sometimes someone else is playing and they need to wait to be invited.

Children respect this and create their own ways of showing kindness and the ability to wait and share without disturbing others' play.

Safeguarding

The arrangements for safeguarding are effective.The managers fully understand their responsibilities in keeping children safe from harm.

They know how to recognise a concern and the steps to take to ensure the welfare of a child. They work in liaison with the school to ensure information is shared about the children's day. Managers have attended a wide range of training around safeguarding and play development.

They consider all aspects of the group and recently reduced the number of children attending, as some children were still trying to readjust following the isolation during the COVID-19 Pandemic. This was to give them more time to support the children's emotional well-being.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nincrease access to a range of books and print to encourage a love of books for relaxation and build on children's literacy skills.

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