K and C Kids Cabin Ltd - Measham

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision meets requirements Children are confident and happy.

They excitedly arrive at the club from school and enjoy their time there. Children enthusiastically join in with the challenging and motivating play opportunities. For example, children enjoy dressing up and try and make saris out of brightly coloured fabric.

Children have good relationships with the staff and their friends. They are kind and caring. For example, older children help younger children to complete tasks.

They reassure each other, saying, 'We can do this together.' This is evident as the older children help the younger ones complete potato printing. Children are eager... to play outside.

They play safely in the secure school playground. They scream with delight as the parachute blows up and down in the wind when they play. To extend this play, staff introduce a tennis ball and children try to balance the ball on the parachute.

They work together to develop their social and cooperative skills well. There is plenty of opportunity for the children to be active and develop their physical skills. They run around on the large field and play football.

They climb the climbing wall safely and scramble in and out of large tyres, having fun and enjoying themselves.

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

The staff regularly seek the views of the children. Children provide suggestions about activities and resources they would like to see in the club, and leaders consider these requests.

Children can also suggest activities for the following day. This ensures that children can make choices about their play and take an active role in planning the sessions.Staff interact with children.

They talk to them about their day at school and provide activities to enhance children's skills. For example, they encourage children to work together to discuss what makes a good friend. Children do this well by using good speaking skills and holding conversations.

To extend this activity, children cut out and stick pictures onto sheets to show examples of a good or not-so-good friend. However, when some children struggle to use the scissors, staff do not demonstrate or model how to use the scissors to increase their cutting skills.Children are polite and courteous towards others.

They use 'please' and 'thank you' throughout the session, and especially at teatime. Staff are good role models. They speak gently to children and treat them with respect.

They reward children with stickers for being kind and for helping to tidy up, to help to build up children's self-esteem and sense of responsibility.Teatime is a sociable occasion. Children sit with their friends and staff and chat happily about school and what they are doing at the club.

Staff also help to develop children's independence skills. Children serve their own food and clear their own plate and cutlery away after they have finished. This helps to develop their self-care skills effectively.

Parents say that their children thoroughly enjoy their time at the club. They are confident that their children are safe and well cared for. Parents say that staff are approachable and keep them informed about their child's experiences at the club.

Staff talk to the parents at the end of the session and pass on any messages from school.There are strong relationships between the club and the host school. The headteacher comments on the staff being professional and friendly.

Staff talk to the early years teachers about the children who attend the club, which helps to support consistency of care.Staff have built strong relationships with the children in their care. They take care to include all children in the daily life of the setting.

Support for children with special educational needs and/or disabilities (SEND) is strong. Staff have completed training in supporting children with SEND. They attend meetings with parents and partner professionals in education and health, to provide a consistent approach to support children's development.

The manager monitors the quality of care and play opportunities that staff provide for children. For instance, she observes staff as they interact with the children. She provides staff with helpful advice to support their future performance.

All staff attend regular training. For instance, they recently attended a course on outdoor activities. This helps to extend their ideas for outdoor activities.

For example, they now use balls more imaginatively, such as incorporating them into tyre play.

Safeguarding

The arrangements for safeguarding are effective.Staff, including the director, have a secure knowledge and understanding of safeguarding and child protection policies and procedures to keep children safe from harm.

They know who to contact to seek advice, and how to raise and follow up on any potential concerns. Staff attend regular training and discuss safeguarding in routine staff meetings. This helps staff keep their knowledge up to date.

Staff complete thorough risk assessments to help keep everyone at the club safe. Staff use handheld radios to communicate to each other as children play outside. This is so the staff know where children are and can supervise them effectively.

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