Junior Club House Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children feel safe and secure at the club. They are cheerful and greet staff excitedly by hugging them on arrival.

Staff respond to all children warmly. They engage in meaningful conversations together throughout the session. Staff respond to children's individual needs and show a keen interest in the different topics that they talk about.

Children show high levels of concentration. They engage well within the wide selection of stimulating activities that are available to them. Children remain focused in these activities for a considerable amount of time.

Children enjoy drawing characters from films that they have... recently watched. They converse with others about their favourite characters as they draw. Children also enjoy playing large scale board games, building with small plastic bricks, and taking part in craft activities.

Children behave well. Staff reinforce club rules and explain the importance of them. For example, staff explain to children that if they jump in the large puddles their school shoes will get wet.

This ensures that children know what is expected from them. Staff also speak to children about how to stay safe when being collected from school.

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

Leaders ensure that the club is safe and secure for children.

They complete daily risk assessments and have protocols in place for collection times. Staff talk to children about age-appropriate hazards on the walk back from school. This ensures that children understand safety and are aware of hazards.

For example, children are encouraged to look around them during the walk to avoid any obstacles.Leaders and staff at the club are reflective. Daily meetings are held, where staff reflect on previous sessions and make meaningful adaptations to practice.

This ensures that all children are supported.The club is inclusive to all children. Leaders can identify when children need extra support.

They will work alongside outside agencies to source training. This enables them to support all children, including those with special educational needs and/or disabilities.Staff know children well; they pay individual attention to all children.

They greet each child and take part in conversations about children's home lives. Staff show a genuine interest in the topics that children speak about. They respond warmly when engaging in conversations with children.

Children have opportunities to take part in story sessions. Story sessions are interactive, staff and children speak about the story as it is being read to them. Children show enjoyment in these sessions and focus well.

Children behave well at the club. Staff are positive role models. They model good manners, using please and thank you frequently when talking to children.

Children focus well on a selection of different activities. When needed, staff will clap a rhythm to gain children's attention and focus. Children mostly respond well to this.

However, older children may benefit from shorter waiting times around mealtimes, as it was more difficult for staff to keep their attention during this time.Children have opportunities to be independent, they independently choose which activities they would like to participate in. Children also collect their own meals at mealtimes.

Staff talk to children about healthy lifestyles.Children speak favourably about the club; they enthusiastically talk about their favourite meals and about some of their favourite activities. Children express how they enjoy attending the club.

Partnerships with parents are strong, parents share information about their children with staff. This helps the club to support each individual child. Parents speak positively about the club and explain how children are happy attending.

They speak about how children enjoy taking part in a variety of different activities.

Safeguarding

The arrangements for safeguarding are effective.Leaders and staff understand their roles and responsibilities with regards to safeguarding.

They are aware of the signs and symptoms that may indicate that a child is being abused. Staff know the process they would take if they had concerns about the safety of a child. They understand the process that they would take if they had a concern about a member of staff.

Leaders complete daily risk assessments to ensure that the areas used for children are safe and secure. Staff have a good understanding of children's dietary needs. Staff hold valid paediatric first-aid certificates.