Jump for Joy Holiday Club

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements The club is friendly and well organised. Staff know individual children well and greet them warmly as they arrive.

Children enter happily and quickly settle into activities. They talk with enthusiasm about the activities they have enjoyed at the club, such as when staff arranged an animal visit. They excitedly name the animals they saw, such as a hedgehog and a gecko.

Children benefit from an extensive outdoor area. There are plentiful opportunities for fresh air and exercise. Children take part in team games, such as football, or practise climbing and balancing on large play equipment.

Staff engage well with youn...g children, helping them to develop their coordination through games with a bat and ball. Leaders deploy staff well throughout the club to ensure that children are kept safe at all times. Staff use walkie-talkie devices to communicate with each other when children move between the inside and outside areas.

Staff give clear messages to children to help them understand the daily routines and to support turn-taking. For example, there are clear rules around how many children are permitted on the bouncy castle. This supports children to behave well and enjoy their time at the club.

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

Staff provide an excellent range of resources and activities, which allows children to make independent choices in their play. Children become absorbed in rich role play. Staff value children's play and celebrate the ways in which children develop their imaginations.

For instance, the manager is delighted to find a note written by children in the role-play area that reads, 'Dear police, a stranger has stolen my diamonds and my cat.' Staff display this work, demonstrating to them that it is highly valued. Staff provide old school uniforms for children to dress up in.

This helps younger children to emotionally prepare for the next stage in their education through play. Older children receive support from staff to learn how to tie a school tie.Staff support children's self-confidence and self-esteem well.

They encourage children to have a go and keep trying during activities. For example, staff tell children when they struggle, 'I believe in you, see this through.' Staff use praise to motivate children and help them recognise their achievements.

They help children learn to take turns and understand rules. For example, they play card games with groups of children.Young children have a designated key person who helps to ensure that their care is tailored to their individual needs and that their ongoing development can continue to be guided by staff.

They seek information from parents to plan a welcoming environment for young children when they join the club. Staff work well in partnership with parents to help complement children's learning and give them the support they need.Leaders support staff well.

New staff receive a thorough induction to help them understand their roles and responsibilities. Staff say they really enjoy working at the club. They feel valued and appreciated.

They are grateful for the encouragement given by the manager to work towards higher qualifications.Mealtimes are social occasions as children sit and chat to their friends and staff. Staff obtain information about any special dietary requirements, preferences and food allergies, and they monitor lunch boxes to ensure the requirements are adhered to.

Children enjoy a nutritious breakfast and snacks that the staff provide.Parents speak positively about the club. They comment that their children will ask to attend the club on days that it is closed.

Children of mixed ages socialise particularly well together. Older children are kind and attentive to their younger friends. Staff support children's creativity well and ensure that activities meet the needs of both the younger and older children.

For example, children become absorbed in art and craft activities to create a 'rainbow fish'.

Safeguarding

The arrangements for safeguarding are effective.Staff have a good knowledge of how to safeguard children.

They can confidently discuss the signs and symptoms that might indicate that children are at risk of harm. Staff demonstrate a good understanding of the safeguarding procedures to follow if they have concerns about a child or the conduct of a colleague. They complete training and confidently talk about safeguarding matters, such as the 'Prevent' duty guidance.

Leaders follow safer recruitment processes. The school building has been carefully risk assessed to make sure any hazards are minimised. Staff swiftly remove any hazards they identify, if they arise.

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